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PM and DM consolidation in DLD (Earle & Ullman, 2021)

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journal contribution
posted on 01.02.2021, 23:06 by F. Sayako Earle, Michael T. Ullman
Purpose: This study examined procedural and declarative learning and consolidation abilities in adults with developmental language disorder (DLD) relative to their typical language (TD) peers.
Method: A total of 100 young adults (age 18–24 years) with (n = 21) and without (n = 79) DLD participated across two sites. Performance measures on a recognition memory task and a serial reaction time task were used to assess declarative and procedural memory, respectively. Performance was measured shortly after learning (8 a.m.) and again after a 12-hr, overnight delay (8 a.m.).
Results: Linear mixed-effects modeling was used to examine the effects of time and group membership on task performance. For the serial reaction time task, there were significant effects of group (TD > DLD) and time (Day 1 > Day 2), but no interaction between them. For the recognition memory task, there was a significant interaction between group and time, driven by overnight gains in the TD group, combined with stable performance across days by those with DLD.
Conclusions: In procedural memory, adults with DLD demonstrate a learning deficit relative to adults without DLD, but appear to have comparable retention of learned information. In declarative memory, adults with DLD demonstrate a deficit in the overnight enhancement of memory retrieval, despite typical-like learning exhibited when tested shortly after encoding.

Supplemental Material S1. Participant performance on additional instruments; relationships between experimental measures of memory and language-related functions.

Earle, F. S., & Ullman, M. T. (2021). Deficits of learning in procedural memory and consolidation in declarative memory in adults with developmental language disorder. Journal of Speech, Language, and Hearing Research. Advance online publication. https://doi.org/10.1044/2020_JSLHR-20-00292

Funding

The portion of this work that was carried out at the University of Connecticut was supported by the National Institutes of Health F31DC014194 to F. S. E. The portion of this work that was carried out at the University of Delaware was supported by National Institutes of Health R21DC016391 to F. S. E. and faculty start-up funding from the University of Delaware.

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