Peer-reviewed article
Procedural learning and school‐age language outcomes in children with and without a history of late talking
Anna Kautto, Elina Mainela‐Arnold ·
Summary
Written by AI, not yet AICS's view · claude-haiku-4-5-20251001This study examined whether procedural memory (the ability to learn motor skills and habits) is weaker in school-age children who were late talkers as toddlers, and whether it predicts their language abilities. Researchers tested 79 children aged 7-10 years, including 43 with a history of late talking, using memory and language assessment tasks. Contrary to expectations, children with a history of late talking did not show weaker procedural learning, and motor planning was not associated with language outcomes. However, weaker procedural learning was linked to weaker language abilities in typically-developing children.
Key points
- Children with a history of late talking did not show deficits in procedural memory or motor planning compared to typically-developing peers
- Procedural learning was associated with school-age language abilities only in the typically-developing group, not in the late-talker group
- Motor planning was not associated with either a history of late talking or school-age language abilities
- The findings suggest that factors other than procedural memory deficits underlie late talking
- Procedural learning may be a useful predictor of language outcomes in typically-developing children
Limitations
The study is cross-sectional at the school-age assessment point, measuring children at a single time point rather than following their development over time. The findings are specific to this sample of children aged 7-10 years and may not generalise to other ages or populations.
Abstract
BACKGROUND: 'Late talkers' (LTs) are toddlers with late language emergence that cannot be explained by other impairments. It is difficult to predict which of these children continue to present long-term restrictions in language abilities and will later be identified as having a developmental language disorder. Procedural memory weaknesses have been suggested to underlie developmental language disorders, but have not been investigated in LTs. AIMS: We investigated the relationships between aspects of procedural memory and school-age language abilities in children with and without a history of LT. We hypothesized that children with a history of LT exhibit (1) restrictions in procedural memory when compared with children with typical early development (TED); and (2) a positive association between procedural memory and school-age language abilities. METHODS & PROCEDURES: We recruited 79 children (7;5-10;5), 43 of whom had a history of LT. Aspects of procedural memory, procedural learning and motor planning were assessed using the serial reaction time and the end-state comfort tasks. School-age language abilities were measured using standardized tests. OUTCOMES & RESULTS: Counter to expectations, motor planning was not associated with a history of LT or school-age language abilities, and the children with TED did not show stronger procedural learning as compared with peers with a history of LT. However, weaker school-age language abilities were associated with weak procedural learning in TED group. CONCLUSIONS & IMPLICATIONS: Factors other than deficits in procedural memory are likely to underlie LT. Procedural learning shows promise as a potential predictor of language development in children that are not identified as LTs. WHAT THIS PAPER ADDS: What is already known on the subject Poor procedural learning has been associated with developmental language disorders and suggested to underlie language difficulties. However, to our knowledge, this study is the first to investigate procedural learning and its associations with language outcomes in LTs. What this paper adds to existing knowledge Consistent with prior research, we found an association between language abilities and procedural learning in school-aged children, but found no evidence for poor procedural learning in children with a history of LT. Furthermore, the school-age language outcomes were only associated with procedural learning in children with no history of LT. What are the potential or actual clinical implications of this work? Our findings suggest that factors other than limitations in procedural learning underlie LT. However, procedural learning could be a useful predictor for school-aged language outcomes in children not identified as LTs.
Findings the Hub has extracted
Each claim below is labelled by its type of design and links back to this report.
- Intervention
- Assessment of procedural memory and procedural learning using serial reaction time and end-state comfort tasks, compared with school-age language outcomes
- Population
- 79 children aged 7;5-10;5 years, 43 with a history of late talking and 36 with typical early language development
Key finding
Motor planning was not associated with a history of late talking or school-age language abilities
Kautto et al. · OpenAlex · 27 Jun 2022