Incidental learning and social-communicative abilities in children with developmental language disorder: Further evaluating the implicit learning deficit hypothesis.

ABSTRACT:

Background

The implicit learning deficit hypothesis claims that impaired implicit learning underlies deficits in social-communicative abilities associated with developmental language disorder (DLD). However, previous research testing this hypothesis revealed inconsistent results and largely used process-impure sequential learning tasks.

Aims

This study further tested the hypothesis using a novel process-pure implicit associative learning task.

Methods and procedures

The performance of 9- to 13-year-old children with (N = 60) and without DLD (typically developing, TD, N = 52) on a contingency learning task (CLT) was compared. The task entailed the incidental learning of the contingency between simultaneously presented figure-colour combinations. Also, the association o

SUBMITTER: Maes JHR 

PROVIDER: S-EPMC11842015 | biostudies-literature | 2025 Mar-Apr

REPOSITORIES: biostudies-literature