...
首页> 外文期刊>Cortex: A Journal Devoted to the Study of the Nervous System and Behavior >Procedural learning deficits in specific language impairment (SLI): A meta-analysis of serial reaction time task performance
【24h】

Procedural learning deficits in specific language impairment (SLI): A meta-analysis of serial reaction time task performance

机译:特定语言障碍(SLI)中的程序学习缺陷:连续反应时间任务绩效的荟萃分析

获取原文
获取原文并翻译 | 示例
           

摘要

Meta-analysis and meta-regression were used to evaluate whether evidence to date demonstrates deficits in procedural memory in individuals with specific language impairment (SLI), and to examine reasons for inconsistencies of findings across studies. The Procedural Deficit Hypothesis (PDH) proposes that SLI is largely explained by abnormal functioning of the frontal-basal ganglia circuits that support procedural memory. It has also been suggested that declarative memory can compensate for at least some of the problems observed in individuals with SLI. A number of studies have used Serial Reaction Time (SRT) tasks to investigate procedural learning in SLI. In this report, results from eight studies that collectively examined 186 participants with SLI and 203 typically-developing peers were submitted to a meta-analysis. The average mean effect size was .328 (CI_(95): .071, .584) and was significant. This suggests SLI is associated with impairments of procedural learning as measured by the SRT task. Differences among individual study effect sizes, examined with meta-regression, indicated that smaller effect sizes were found in studies with older participants, and in studies that had a larger number of trials on the SRT task. The contributions of age and SRT task characteristics to learning are discussed with respect to impaired and compensatory neural mechanisms in SLI.
机译:荟萃分析和荟萃回归用于评估迄今的证据是否显示患有特定语言障碍(SLI)的个体的程序记忆不足,并检查各个研究结果不一致的原因。程序性赤字假说(PDH)提出,SLI很大程度上是由支持程序性记忆的额叶基底神经节回路的异常功能所解释。也有人提出,声明性记忆至少可以弥补在SLI患者中观察到的一些问题。许多研究已使用串行反应时间(SRT)任务来调查SLI中的过程学习。在本报告中,对八项研究的结果进行了荟萃分析,八项研究共同检查了186名SLI参与者和203名典型的同龄人。平均平均效应大小为0.328(CI_(95):.071,.584),并且显着。这表明SLI与SRT任务所测量的过程性学习障碍有关。通过荟萃回归检验的个体研究效果大小之间的差异表明,在年龄较大的参与者的研究中以及在SRT任务进行了大量试验的研究中,发现的效应大小较小。讨论了年龄和SRT任务特征对学习的贡献,并讨论了SLI中受损和补偿性的神经机制。

著录项

相似文献

  • 外文文献
  • 中文文献
  • 专利
获取原文

客服邮箱:kefu@zhangqiaokeyan.com

京公网安备:11010802029741号 ICP备案号:京ICP备15016152号-6 六维联合信息科技 (北京) 有限公司©版权所有
  • 客服微信

  • 服务号