TY - JOUR
T1 - Bilingualism and procedural learning in typically developing children and children with language impairment
AU - Park, Jisook
AU - Miller, Carol A.
AU - Rosenbaum, David A.
AU - Sanjeevan, Teenu
AU - van Hell, Janet G.
AU - Weiss, Daniel J.
AU - Mainela-Arnold, Elina
N1 - Funding Information:
This research was supported by the University of Toronto Connaught Fund and Penn State Social Science Research Institute to Elina Mainela-Arnold and Carol A. Miller P.Is., respectively. The authors thank Asmait Abraha, Serena Appalsamy, Nicole Lynn Berkoski, Kaitlyn Shay Bradley, Lean Michaeleen Byers, Kallie Hartman, Boey Ho, Dave Hou, Gina Kane, Jean Kim, Brittany Komora, Kayla Perlmutter, Jennifer Tuttle, and Haley Williams for their assistance with data collection and scoring. Most of all, the authors are grateful to the Toronto District School Board and the children and families who participated.
Publisher Copyright:
© 2018 American Speech-Language-Hearing Association.
PY - 2018/3
Y1 - 2018/3
N2 - Purpose: The aim of this study was to investigate whether dual language experience affects procedural learning ability in typically developing children and in children with specific language impairment (SLI). Method: We examined procedural learning in monolingual and bilingual school-aged children (ages 8–12 years) with and without SLI. The typically developing children (35 monolinguals, 24 bilinguals) and the children with SLI (17 monolinguals, 10 bilinguals) completed a serial reaction time task. Results: The typically developing monolinguals and bilinguals exhibited equivalent sequential learning effects, but neither group with SLI exhibited learning of sequential patterns on the serial reaction time task. Conclusion: Procedural learning does not appear to be modified by language experience, supporting the notion that it is a child-intrinsic language learning mechanism that is minimally malleable to experience.
AB - Purpose: The aim of this study was to investigate whether dual language experience affects procedural learning ability in typically developing children and in children with specific language impairment (SLI). Method: We examined procedural learning in monolingual and bilingual school-aged children (ages 8–12 years) with and without SLI. The typically developing children (35 monolinguals, 24 bilinguals) and the children with SLI (17 monolinguals, 10 bilinguals) completed a serial reaction time task. Results: The typically developing monolinguals and bilinguals exhibited equivalent sequential learning effects, but neither group with SLI exhibited learning of sequential patterns on the serial reaction time task. Conclusion: Procedural learning does not appear to be modified by language experience, supporting the notion that it is a child-intrinsic language learning mechanism that is minimally malleable to experience.
UR - https://www.scopus.com/pages/publications/85044176487
UR - https://www.scopus.com/pages/publications/85044176487#tab=citedBy
U2 - 10.1044/2017_JSLHR-L-16-0409
DO - 10.1044/2017_JSLHR-L-16-0409
M3 - Article
C2 - 29466557
AN - SCOPUS:85044176487
SN - 1092-4388
VL - 61
SP - 634
EP - 644
JO - Journal of Speech, Language, and Hearing Research
JF - Journal of Speech, Language, and Hearing Research
IS - 3
ER -