The declarative system in children with specific language impairment: A comparison of meaningful and meaningless auditory-visual paired associate learning
The declarative system in children with specific language impairment: A comparison of meaningful and meaningless auditory-visual paired associate learning
It has been proposed that children with Specific Language Impairment (SLI) have a selective deficit in procedural learning, with relatively spared declarative learning. In previous studies we and others confirmed deficits in procedural learning of sequences, using both verbal and nonverbal materials.