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The procedural deficit hypothesis of language learning disorders: we still see some serious problems

West, G; Vadillo, MA; Shanks, DR; Hulme, C; (2019) The procedural deficit hypothesis of language learning disorders: we still see some serious problems. Developmental Science , 22 (4) , Article e12813. 10.1111/desc.12813.

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Abstract

West et al. (2018) examined the relationship between implicit learning and reading and language attainment in 7- to 8-year-old children. The implicit learning tasks had poor reliability and did not correlate with language or reading skills. These findings raise problems for the claim that Developmental Language Disorder (DLD) and Dyslexia are caused (at least in part) by a deficit in procedural learning (the Procedural Deficit Hypothesis (PDH)). This article is protected by copyright. All rights reserved.

Type: Article
Title: The procedural deficit hypothesis of language learning disorders: we still see some serious problems
Location: England
DOI: 10.1111/desc.12813
Publisher version: https://doi.org/10.1111/desc.12813
Language: English
Additional information: This version is the author accepted manuscript. For information on re-use, please refer to the publisher’s terms and conditions.
Keywords: Developmental language disorder, dyslexia, implicit learning, language, procedural deficit hypothesis, procedural memory
UCL classification: UCL > Provost and Vice Provost Offices
UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences
UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences > Faculty of Brain Sciences
UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences > Faculty of Brain Sciences > Div of Psychology and Lang Sciences
UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences > Faculty of Brain Sciences > Div of Psychology and Lang Sciences > Experimental Psychology
URI: http://discovery.ucl.ac.uk/id/eprint/10068191
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