Grammar predicts procedural learning and consolidation deficits in children with Specific Language Impairment

Research in Developmental Disabilities

Volumn 32, Issue 6, 2011, Pages 2362-2375

  Hedenius, Martina ^a,b   Persson, Jonas ^c   Tremblay, Antoine ^b   Adi Japha, Esther ^d   Veríssimo, João ^b,g   Dye, Cristina D ^b,e   Alm, Per ^a   Jennische, Margareta ^a   Bruce Tomblin, J ^f   Ullman, Michael T ^b  

^a UPPSALA UNIVERSITY   (Sweden)

^b GEORGETOWN UNIVERSITY SCHOOL OF MEDICINE   (United States)

^c STOCKHOLM UNIVERSITY   (Sweden)

^d BAR ILAN UNIVERSITY   (Israel)

^e UNIVERSITY OF SALFORD   (United Kingdom)

^f UNIVERSITY OF IOWA   (United States)

^g UNIVERSITY OF LISBON   (Portugal)

Author keywords

Consolidation; Grammar; Procedural memory; Specific Language Impairment; The Procedural Deficit Hypothesis (PDH)

Indexed keywords

ALTERNATING SERIAL REACTION TIME; ARTICLE; CHILD; CLINICAL ARTICLE; CONTROLLED STUDY; FEMALE; GRAMMAR; HUMAN; HYPOTHESIS; LANGUAGE DISABILITY; LEARNING DISORDER; LINGUISTICS; MALE; MEMORY CONSOLIDATION; MEMORY DISORDER; NEUROPSYCHOLOGICAL TEST; PROCEDURAL DEFICIT HYPOTHESIS; PROCEDURAL MEMORY; RESPONSE TIME; SCHOOL CHILD; TASK PERFORMANCE;

CHILD; FEMALE; HUMANS; LANGUAGE DEVELOPMENT DISORDERS; LANGUAGE TESTS; LINGUISTICS; MALE; MEMORY; MEMORY DISORDERS; PREDICTIVE VALUE OF TESTS; SEMANTIC DIFFERENTIAL; VERBAL LEARNING; VOCABULARY;

EID: 81155162543     PISSN: 08914222     EISSN: 18733379     Source Type: Journal    
DOI: 10.1016/j.ridd.2011.07.026     Document Type: Article

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