Procedural memory and speed of grammatical processing: Comparison between typically developing children and language impaired children.
Procedural memory helps typical kids learn grammar faster, but kids with DLD show no such link, so do not bank on memory drills alone.
01Research in Context
What this study did
The team compared two groups of Greek-speaking kids. One group had developmental language disorder (DLD). The other group was typically developing.
They gave each child a quick procedural memory game. The game used repeating button patterns. Then they timed how fast each child picked up new grammar rules.
What they found
In typical kids, better procedural memory went with faster grammar learning. The link was moderate (r = .48).
In kids with DLD, procedural memory scores meant nothing. They did not predict grammar speed, reading, or motor skills.
How this fits with other research
Kalliontzi et al. (2022) looked at the same Greek DLD group but tested executive function instead. They also found gaps, showing the problem is wider than memory alone.
Cicchetti et al. (2014) used an artificial-grammar task with dyslexic kids. They saw a clear implicit-learning deficit, yet our target paper shows no link in DLD. The gap hints that different language disorders tap different hidden skills.
Vugs et al. (2014) found broad working-memory and executive-function hits in preschool SLI. Our study narrows the focus: procedural memory alone is not the driver in DLD.
Why it matters
If you assess a child with DLD, do not assume weak grammar equals weak procedural memory. Standard memory drills may not pay off. Instead, target broader language input and executive supports. Save procedural practice for kids whose only issue is speed.
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02At a glance
03Original abstract
BACKGROUND: Procedural memory has been proposed to underlie the acquisition of a range of skills including grammar, reading, and motor skills. In developmental language disorder (DLD) it has been suggested that procedural memory problems lead to the difficulties with grammar in this group. AIMS: This study aimed to extend previous research by exploring associations between procedural memory and a range of cognitive skills, in children with and without language impairments. METHODS AND PROCEDURES: Twenty children with DLD and 20 age-matched non-language impaired children undertook tasks assessing procedural memory, grammatical processing speed, single word and nonword reading, and motor skills (as indexed by a pegboard task). OUTCOMES AND RESULTS: For the DLD group, no significant correlations between procedural memory and any of the variables were observed. The typically developing group showed a significant correlation (r=.482, p<0.05) between the measure of procedural memory and grammatical processing speed. Correlations between procedural memory and the remaining variables were all non-significant for this group. CONCLUSIONS AND IMPLICATIONS: This study provides new evidence showing that grammatical processing speed is correlated with procedural memory in typically developing children. Furthermore, results suggest that the relationship with procedural memory does not extend to reading or the types of motor skills used on a pegboard task. For the DLD group the pattern of result indicate grammatical processing, reading, and motor sequencing are not supported by procedural memory or a common memory system.
Research in developmental disabilities, 2017 · doi:10.1016/j.ridd.2017.10.015