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 |
| Open access status: | An open access version is available from UCL Discovery |
| 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 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: | https://discovery.ucl.ac.uk/id/eprint/10068191 |
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