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Direct linkHall, Matthew L.; Eigsti, Inge-Marie; Bortfeld, Heather; Lillo-Martin, Diane – Developmental Science, 2018
Developmental psychology plays a central role in shaping evidence-based best practices for prelingually deaf children. The Auditory Scaffolding Hypothesis (Conway et al., 2009) asserts that a lack of auditory stimulation in deaf children leads to impoverished implicit sequence learning abilities, measured via an artificial grammar learning (AGL)…
Descriptors: Sequential Learning, Deafness, Grammar, Task Analysis
Hsu, Hsinjen Julie; Bishop, Dorothy V. M. – Developmental Science, 2014
This study tested the procedural deficit hypothesis of specific language impairment (SLI) by comparing children's performance in two motor procedural learning tasks and an implicit verbal sequence learning task. Participants were 7- to 11-year-old children with SLI (n = 48), typically developing age-matched children (n = 20) and younger…
Descriptors: Children, Language Impairments, Sequential Learning, Perceptual Motor Learning
