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Journal of Clinical and Experimental Neuropsychology Volume 39, 2017 - Issue 3
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Original Articles

Memory consolidation in children with specific language impairment: Delayed gains and susceptibility to interference in implicit sequence learning

Lise DesmottesDepartment of Speech and Language Therapy, University of Liege, Liège, BelgiumCorrespondence[email protected]
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,
Christelle MaillartDepartment of Speech and Language Therapy, University of Liege, Liège, BelgiumView further author information
&
Thierry MeulemansDepartment of Psychology, University of Liege, Liège, BelgiumView further author information
Pages 265-285 | Received 22 Feb 2016, Accepted 03 Aug 2016, Published online: 10 Sep 2016

Citations (14)

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Dorine Van Dyck, Nicolas Deconinck, Alec Aeby, Simon Baijot, Nicolas Coquelet, Xavier De Tiège & Charline Urbain. (2022) Atypical procedural learning skills in children with Developmental Coordination Disorder. Child Neuropsychology 0:0, pages 1-23.
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Gillian West, David R. Shanks & Charles Hulme. (2021) Sustained Attention, Not Procedural Learning, is a Predictor of Reading, Language and Arithmetic Skills in Children. Scientific Studies of Reading 25:1, pages 47-63.
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Imme Lammertink, Paul Boersma, Frank Wijnen & Judith Rispens. (2020) Statistical Learning in the Visuomotor Domain and Its Relation to Grammatical Proficiency in Children with and without Developmental Language Disorder: A Conceptual Replication and Meta-Analysis. Language Learning and Development 16:4, pages 426-450.
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Articles from other publishers (11)

Cátia M. Oliveira, Lisa M. Henderson & Marianna E. Hayiou‐Thomas. (2023) Limited Evidence of an Association Between Language, Literacy, and Procedural Learning in Typical and Atypical Development: A Meta‐Analysis. Cognitive Science 47:7.
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Élodie Juvené, Nathalie Thomas, Alec Aeby & Charline Urbain. (2022) L’hypothèse du déficit procédural : apport pour la compréhension du trouble développemental du langage, sa spécificité et ses comorbidités. Enfance N° 1:1, pages 41-58.
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Eszter Tóth-Fáber, Karolina Janacsek & Dezső Németh. (2021) Statistical and sequence learning lead to persistent memory in children after a one-year offline period. Scientific Reports 11:1.
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Emily Jackson, Suze Leitão, Mary Claessen & Mark Boyes. (2021) Word learning and verbal working memory in children with developmental language disorder. Autism & Developmental Language Impairments 6, pages 239694152110041.
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Rafat Ghanamah, Hazar Eghbaria-Ghanamah, Avi Karni & Esther Adi-Japha. (2020) Too little, too much: A limited range of practice 'doses' is best for retaining grapho-motor skill in children. Learning and Instruction 69, pages 101351.
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Esther Adi-Japha & Gitit Brestel. (2020) Motor skill learning with impaired transfer by children with developmental coordination disorder. Research in Developmental Disabilities 103, pages 103671.
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Germán Alejandro Pabón, María Fernanda Lara Díaz, Judy Costanza Beltrán Rojas & Angélica Mateus Moreno. (2019) Desempeño en tareas de memoria procedimental en niños con trastorno especifico del lenguaje: Una revisión de literatura. Revista Iberoamericana de Psicología 12:2, pages 79-92.
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Fenny S. Zwart, Constance Th. W. M. Vissers, Roy P. C. Kessels & Joseph H. R. Maes. (2017) Procedural learning across the lifespan: A systematic review with implications for atypical development. Journal of Neuropsychology 13:2, pages 149-182.
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Anabela Cruz-Santos, Sónia Susana da Silva Costa, Raquel Maria Silva Fernandes & Sara Pereira Sapage. (2019) Perspectivas e práticas de apoio educativo aos alunos com transtornos da linguagem em Portugal. CoDAS 31:5.
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Fenny S. Zwart, Constance Th.W.M. Vissers, Roy P.C. Kessels & Joseph H.R. Maes. (2018) Implicit learning seems to come naturally for children with autism, but not for children with specific language impairment: Evidence from behavioral and ERP data. Autism Research 11:7, pages 1050-1061.
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Lise Desmottes, Thierry Meulemans, Marie-Aude Patinec & Christelle Maillart. (2017) Distributed Training Enhances Implicit Sequence Acquisition in Children With Specific Language Impairment. Journal of Speech, Language, and Hearing Research 60:9, pages 2636-2647.
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