Desempeño en tareas de memoria procedimental en niños con trastorno especifico del lenguaje (TEL): Una revisión de literatura

• Pabón, Germán Alejandro ^[1] ; Lara Díaz, María Fernanda ^[1] ; Beltrán Rojas, Judy Costanza ^[1] ; Mateus Moreno, Angélica ^[1]
  1. [1] Universidad Nacional de Colombia

     Universidad Nacional de Colombia

     Colombia

     
• Localización: Revista Iberoamericana de Psicología, ISSN-e 2027-1786, Vol. 12, Nº. 2, 2019 (Ejemplar dedicado a: Neuropsicología y Neurociencia: Investigaciones en torno a las bases biológicas del comportamiento), págs. 79-92
• Idioma: español
• DOI: 10.33881/2027-1786.rip.12208
• Títulos paralelos:
  • Performance on procedural memory task in children with specific language impairment: A literature review
• Enlaces
  • Texto completo (pdf)
• Resumen
  • español

    Introducción: Según la hipótesis del déficit procedimental de (Ullman & Pierpont, 2005) las dificultades de los niños con Trastorno Especifico de Lenguaje (TEL) son producto de fallas en la memoria procedimental, por lo cual, resulta imperativo analizar las tareas de evaluación que permitan su identificación. Metodología: Se realizó una búsqueda documental en las principales bases de datos de estudios que examinaran la memoria procedimental en niños con TEL entre el 2012 y 2018. Resultados y discusión: De los 219 artículos compilados fueron seleccionados dieciséis para su análisis, extrayendo nueve tareas experimentales, las cuales se analizaron. Se encontró que las fallas en la memoria procedimental se producen específicamente para el aprendizaje implícito de secuencias. No obstante, las tareas con las que hasta el momento se ha buscado comprobar la relación entre lenguaje y memoria procedimental poseen baja confiabilidad en sus medidas (West, Vadillo, & Shanks, 2017). Conclusiones: La hipótesis del déficit procedimental solo puede ser confirmada mediante el desarrollo de nuevos estudios que controlen las variables relacionadas con los participantes y a las tareas experimentales, aumentado así la confiabilidad de los resultados.

  • English

    Introduction: According to the procedural deficit hypothesis of (Ullman & Pierpont, 2005) the difficulties of children with Specific Language Impairment (SLI) are the result of failures in procedural memory, so it is imperative to analyze the evaluation tasks that allow their identification. Methodology: A documentary search was carried out in the main databases of studies examining procedural memory in children with SLI between 2012 and 2018. Results and discussion: From the 219 articles compiled, sixteen were selected for analysis, extracting nine experimental tasks, which were analyzed. Procedural memory failures were found to occur specifically for implicit sequence learning. However, the tasks with which so far we have sought to prove the relationship between language and procedural memory have low reliability in their measures (West, Vadillo, & Shanks, 2017)). Conclusions: The procedural deficit hypothesis can only be confirmed through the development of new studies that control variables related to participants and experimental tasks, thus increasing the reliability of the results

• Referencias bibliográficas
  • Aguado, G. (2007). Apuntes acerca de la investigación sobre el TEL. Revista de Logopedia, Foniatría y Audiologia, 27(3), 103-109. doi:10.1016/S0214-4603(07)70079-7
  • Alloway, T., & Archibald, L. (2008). Working Memory and Learning in Children With Developmental Coordination Disorder and Specific Language...
  • American-Speech-Language-Hearing-Association. (2012). ASHA’s Recommended Revisions to the DSM-5. doi:https://www.asha.org/uploadedFiles/DSM-5-Final-Comments.pdf
  • Archibald, L., & Gathercole, S. (2006). Short‐term and working memory in specific language Impairment. International Journal of Language...
  • Baddeley, A. (2003). Working memory: looking back and looking forward. Nat Rev Neurosci, 4(10), 829-839. doi:10.1038/nrn1201
  • Bavin, E., Wilson, P., Maruff, P., & Sleeman, F. (2005). Spatio-visual memory of children with specific language impairment: evidence...
  • Bishop, D., Snowling, M. J., Thompson, P., & Greenhalgh, T. (2016). CATALISE: A multinational and multidisciplinary Delphi consensus study....
  • Bishop, D., Snowling, M., Thompson, P., Greenhalgh, T., Consortium, C., Adams, C., & Bellair, J. (2017). Phase 2 of CATALISE: A multinational...
  • Buchner, A., & Wippich, W. (2000). On the Reliability of Implicit and Explicit Memory Measures. Cognitive Psychology, 40(3), 227-259....
  • Chun, M., & Jiang, Y. (1998). Contextual Cueing: Implicit Learning and Memory of Visual. Cognitive Psychology, 36(1), 28-71. doi:https://doi.org/10.1006/cogp.1998.0681
  • Chun, M., & Jiang, Y. (1998). Contextual Cueing: Implicit Learning and Memory of Visual Context Guides Spatial Attention. Cognitive Psychology,...
  • Clark, G., & Lum, J. (2017). First-order and higher order sequence learning in specific language impairment. Neuropsychology,, 31(2),...
  • Clark, G., & Lum, J. (2017). Procedural memory and speed of grammatical processing: Comparison between typically developing children and...
  • Conti-Ramsden, G. (2008). Heterogeneity of specific language impairment (SLI): Outcomes in adolescence. In C. Norbury, J. Tomblin & D....
  • Conti-Ramsden, G., Mok, P., Pickles, A., & Durkin, K. (2013). Adolescents with a history of specific language impairment (SLI): Strengths...
  • Conti-Ramsden, G., Ullman, M., & Lum, J. (2015). The relation between receptive grammar and procedural, declarative, and working memory...
  • Desmottes, L., Meulemans, T., & Maillart, C. (2017). Memory consolidation in children with specific language impairment: Delayed gains...
  • Desmottes, L., Meulemans, T., & Maillart, C. (s.f.). Later learning stages in procedural memory are impaired in children with Specific...
  • Durkin, K., Conti-Ramsden, G., & Simkin, Z. J. (2012). Functional Outcomes of Adolescents with a History of Specific Language Impairment...
  • Evans, J. L., Saffran, J. R., & Robe-Torres, K. (2009). Statistical Learning in Children With Specific Language Impairment. Journal of...
  • Gabriel, A., Maillart, C., Guillaume, M., Stefaniak, N., & Meulemans, T. (2011). Exploration of Serial Structure Procedural Learning in...
  • Gabriel, A., Maillart, C., Stefaniak, N., Lejeune, C., Desmottes, L., & Meulemans, T. (2013). Procedural Learning in Specific Language...
  • Gabriel, A., Meulemans, T., Parisse, C., & Maillart, C. (s.f.). Procedural learning across modalities in French-speaking children with...
  • Gabriel, A., Stefaniak, N., Maillart, C., Schmitz, X., & Meulemans, T. (2012). Procedural Visual Learning in Children With Specific Language...
  • Garland, T., & Sanchez, C. (2013). Rotational perspective and learning procedural tasks from dynamic media. Computers & Education,...
  • Hebb, D. (1961). Distinctive features of learning in the higher animal. Brain mechanisms and learning, 37-46.
  • Hsu, H., & Bishop, D. (2014). Sequence-specific procedural learning deficits in children with specific language impairment. Developmental...
  • Kemeny, F., & Lukács, A. (2010). Impaired procedural learning in language impairment: Results from probabilistic categorization. Journal...
  • Knowlton, B., Mangels, J., & Squire, L. (1996). A Neostriatal Habit Learning System in Humans. Science,, 273(5280), 1399-1402. doi:http://dx.doi.org/10.1126/science.273.5280.1399
  • Knowlton, B., Squire, L., & Gluck, M. (1994). Probablistic classification learning in amnesia. LEARNING & MEMORY, 1, 106-120. doi:10.1101/lm.1.2.106
  • Leonard, L. (2014). Children with Specific Language Impairment and their Contribution To the Study of Language Development. Journal of child...
  • Luciana, M., & Nelson, C. (2002). Assessment of Neuropsychological Function Through Use of the Cambridge Neuropsychological Testing Automated...
  • Lukács, Á., & Kemény, F. (2013). Domain-general sequence learning deficit in specific language impairment. Neuropsychology, 28(3), 472-483....
  • Lum, J., & Bleses, D. (2012). Declarative and procedural memory in Danish speaking children with specific language impairment. Journal...
  • Lum, J., & Conti-Ramsden, G. (2013). Long-term memory: A review and meta-analysis of studies of declarative and procedural memory in specific...
  • Lum, J., Conti-Ramsden, G., Morgan, A., & Ullman, M. (2014). Procedural learning deficits in specific language impairment (SLI): A meta-analysis...
  • Lum, J., Conti-Ramsden, G., Page, D., & Ullman, M. (2012). Working, declarative and procedural memory in specific language impairment....
  • Lum, J., Gelgic, C., & Conti-Ramsden, G. (2010). Procedural and declarative memory in children with and without specific language impairment....
  • Majerus, S., Linden, M., Mulder, L., Meulemans, T., & Peters, F. (2004). Verbal short-term memory reflects the sublexical organization...
  • Mayor-Dubois, C., Maeder, P., Zesiger, P., & Roulet-Perez, E. (2010). Visuo-motor and cognitive procedural learning in children with basal...
  • Mayor-Dubois, C., Zesiger, P., Van der Linden, M., & Roulet-Perez, E. (2014). Nondeclarative learning in children with Specific Language...
  • Meulemans, T., Van der Linden, M., & Perruchet, P. (1998). Implicit Sequence Learning in Children. Journal of Experimental Child Psychology,...
  • Montgomery, J., Magimairaj, B., & Finney, M. (2010). Working memory and specific language impairment: An update on the relation and perspectives...
  • Nissen, M., & Bullemer, P. (1987). Attentional requirements of learning: Evidence from performance measures. Cognitive Psychology,, 19(1),...
  • Parsons, S., Schoon, I., Rush, R., & Law, J. (2011). Long-term Outcomes for Children with Early Language Problems: Beating the Odds. Children...
  • Saffran, J. (2002). Constraints on Statistical Language Learning. Journal of Memory and Language, 41(1), 172-196. doi:https://doi.org/10.1006/jmla.2001.2839
  • Sanjeevan, T., & Mainela-Arnold, E. (2017). Procedural Motor Learning in Children With Specific Language Impairment. Journal of Speech,...
  • Sengottuvel, K., & Rao, P. (2013). Aspects of grammar sensitive to procedural memory deficits in children with specific language impairment....
  • Sengottuvel, K., & Rao, P. (2013). Sequence learning pattern in children with specific language impairment. International Journal on Disability...
  • Serra, M. (2002). Trastornos del lenguaje: Preguntas pendientes en investigación e intervención. Revista de Logopedia, Foniatría y Audiología,,...
  • Squire, L. (2004). Memory systems of the brain: a brief history and current perspective. Neurobiology of learning and memory, 82(3), 171-177....
  • Thomas, K., & Nelson, C. (2001). Serial Reaction Time Learning in Preschool- and School-Age Children. Journal of Experimental Child Psychology,...
  • Tomblin, J. B., Records, N. L., Buckwalter, P., Zhang, X., & Smith, E. O. (1997). Prevalence of Specific Language Impairment in Kindergarten...
  • Tomblin, J., Mainela-Arnold, E., & Zhang, X. (2007). Procedural learning in adolescents with and without specific language impairment....
  • Ullman, M. (2001). A neurocognitive perspective on language: The declarative/procedural model. Nat Rev Neurosci, 2(10), 717-726.
  • Ullman, M., & Pierpont, E. (2005). Specific language impairment is not specific to language: The procedural deficit hypothesis. Cortex,...
  • Vicari, S., Finzi, A., Menghini, D., Marotta, L., Baldi, S., & Petrosini, L. (2005). Do children with developmental dyslexia have an implicit...
  • West, G., Vadillo, M., & Shanks, D. H. (2017). The procedural learning deficit hypothesis of language learning disorders: we see some...