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Deficits of Learning in Procedural Memory and Consolidation in Declarative Memory in Adults With Developmental Language Disorder.

ABSTRACT: 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 https://doi.org/10.23641/asha.13626485.

SUBMITTER: Earle FS

PROVIDER: S-EPMC8632504 | biostudies-literature |

REPOSITORIES: biostudies-literature

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Encoding Deficits Impede Word Learning and Memory in Adults With Developmental Language Disorders.

Project description:Purpose:The aim of this study was to determine whether the word-learning challenges associated with developmental language disorder (DLD) result from encoding or retention deficits. Method:In Study 1, 59 postsecondary students with DLD and 60 with normal development (ND) took the California Verbal Learning Test-Second Edition, Adult Version (Delis, Kramer, Kaplan, & Ober, 2000). In Study 2, 23 postsecondary students with DLD and 24 with ND attempted to learn 9 novel words in each of 3 training conditions: uncued test, cued test, and no test (passive study). Retention was measured 1 day and 1 week later. Results:By the end of training, students with DLD had encoded fewer familiar words (Study 1) and fewer novel words (Study 2) than their ND peers as evinced by word recall. They also demonstrated poorer encoding as evinced by slower growth in recall from Trials 1 to 2 (Studies 1 and 2), less semantic clustering of recalled words, and poorer recognition (Study 1). The DLD and ND groups were similar in the relative amount of information they could recall after retention periods of 5 and 20 min (Study 1). After a 1-day retention period, the DLD group recalled less information that had been encoded via passive study, but they performed as well as their ND peers when recalling information that had been encoded via tests (Study 2). Compared to passive study, encoding via tests also resulted in more robust lexical engagement after a 1-week retention for DLD and ND groups. Conclusions:Encoding, not retention, is the problematic stage of word learning for adults with DLD. Self-testing with feedback lessens the deficit. Supplemental Materials:https://doi.org/10.23641/asha.5435200.

| S-EPMC5945064 | biostudies-literature

Developmental dissociation between the maturation of procedural memory and declarative memory.

Project description:Declarative memory and procedural memory are known to be two fundamentally different kinds of memory that are dissociable in their psychological characteristics and measurement (explicit vs. implicit) and in the neural systems that subserve each kind of memory. Declarative memory abilities are known to improve from childhood through young adulthood, but the developmental maturation of procedural memory is largely unknown. We compared 10-year-old children and young adults on measures of declarative memory and working memory capacity and on four measures of procedural memory that have been strongly dissociated from declarative memory (mirror tracing, rotary pursuit, probabilistic classification, and artificial grammar). Children had lesser declarative memory ability and lesser working memory capacity than adults, but children exhibited learning equivalent to adults on all four measures of procedural memory. Therefore, declarative memory and procedural memory are developmentally dissociable, with procedural memory being adult-like by age 10years and declarative memory continuing to mature into young adulthood.

| S-EPMC4666804 | biostudies-literature

Learning and Consolidation of Declarative Memory in Good and Poor Readers of English as a Second Language.

Project description:Declarative memory abilities may be important for children who are learning to read in a second language. In the present study, we investigated declarative memory in a recognition memory task in 7-to-13-year-old, Kannada native-speaking, good (n = 22) and poor (n = 22) readers of English, in Karnataka, India. Recognition memory was tested shortly (?10 min) after encoding (day 1) and again on the next (day 2). Analyses revealed that the two groups did not differ in recognition memory performance on day 1. On day 2, the good readers improved from day 1, whereas poor readers did not. A partial correlation analysis suggests that consolidation - the change in performance in recognition memory between the 2 days - is associated with reading skills in good readers, but not in poor readers. Taken together, these results suggest that children who struggle to read in a second language may have deficits in declarative memory consolidation.

| S-EPMC7180228 | biostudies-literature

Humanized Foxp2 Accelerates Making Transitions From Declarative to Procedural Learning

Project description:Purpose: Foxp2 is the first and for now the only gene connected to speech and language in humans. Two aminoacid substitutions took place in this protein during recent human evolution, after our split from the last common ancestor with chimpanzees, and are most likely to have undergone positive selection in human lineage (Enard et al., 2002). Methods: Transgenic mice in which the wild-type (murine) version of Foxp2 was replaced with the one bearing two human-specific amino acid substitutions (i.e. "humanized" Foxp2) - Foxp2hum/hum, have been compared to their wild-type (WT) counterparts in terms of behavior, electrophysiology and striatal gene expression. The latter was analyzed through RNA-sequencing performed on pooled indexed libraries on three flow cells on Illumina GAIIx. The reads were mapped to mouse genome (mm9) by TopHat 1.4.1 and were counted using Bedtools. mRNA profiles were obtained with more than 20 million reads for every sample. Differential gene expression was analyzed with DESeq using multifactor model (Anders and Huber, 2010). Results: Wild-type and Foxp2hum/hum mice did not show any significant differences in expression at individual gene level, neither in dorsomedial nor in dorsolateral striatum. However, when genes were grouped into functional categories and analyzed accordingly, this revealed a significant downregulation of functional categories related to synaptic signalling and plasticity in dorsomedial striatum of Foxp2hum/hum mice.

2014-09-24 | GSE60659 | GEO

Humanized Foxp2 Accelerates Making Transitions From Declarative to Procedural Learning

2014-09-24 | E-GEOD-60659 | biostudies-arrayexpress

Learning and Overnight Retention in Declarative Memory in Specific Language Impairment.

Project description:We examined learning and retention in nonverbal and verbal declarative memory in Hungarian children with (n = 21) and without (n = 21) SLI. Recognition memory was tested both 10 minutes and one day after encoding. On nonverbal items, only the children with SLI improved overnight, with no resulting group differences in performance. In the verbal domain, the children with SLI consistently showed worse performance than the typically-developing children, but the two groups showed similar overnight changes. The findings suggest the possibility of spared or even enhanced declarative memory consolidation in SLI.

| S-EPMC5207735 | biostudies-literature

Long-term memory: A review and meta-analysis of studies of declarative and procedural memory in specific language impairment.

Project description:This review examined the status of long-term memory systems in specific language impairment (SLI), in particular declarative memory and aspects of procedural memory. Studies included in the review were identified following a systematic search of the literature and findings combined using meta-analysis. This review showed individuals with SLI are poorer than age matched controls in the learning and retrieval of verbal information from the declarative memory. However, there is evidence to suggest that the problems with declarative learning and memory for verbal information in SLI might be due to difficulties with verbal working memory and language. The learning and retrieval of non-verbal information from declarative memory appears relatively intact. In relation to procedural learning and memory, evidence indicates poor implicit learning of verbal information. Findings pertaining to nonverbal information have been mixed. This review of the literature indicates there are now substantial grounds for suspecting that multiple memory systems may be implicated in the impairment.

| S-EPMC3986888 | biostudies-literature

Timely sleep facilitates declarative memory consolidation in infants.

Project description:Human infants devote the majority of their time to sleeping. However, very little is known about the role of sleep in early memory processing. Here we test 6- and 12-mo-old infants' declarative memory for novel actions after a 4-h [Experiment (Exp.) 1] and 24-h delay (Exp. 2). Infants in a nap condition took an extended nap (?30 min) within 4 h after learning, whereas infants in a no-nap condition did not. A comparison with age-matched control groups revealed that after both delays, only infants who had napped after learning remembered the target actions at the test. Additionally, after the 24-h delay, memory performance of infants in the nap condition was significantly higher than that of infants in the no-nap condition. This is the first experimental evidence to our knowledge for an enhancing role of sleep in the consolidation of declarative memories in the first year of life.

| S-EPMC4321279 | biostudies-other

Does Acute Stress Impact Declarative and Procedural Learning?

Project description:It is well established that acute stress can influence memory function, yet its influence may differ across memory systems. Whereas stress sometimes exerts a negative influence on declarative learning, it does not necessarily harm learning in general, as demonstrated in the case of procedural learning. Probabilistic category learning is mediated by the striatum, but delaying feedback by a few seconds shifts learning to become more hippocampal-dependent. Here, we examined the influence of acute stress on this type of learning, under different conditions that favor either procedural-based (immediate feedback) vs. declarative-based (delayed feedback) learning. Sixty-two participants randomly assigned to either stress or non-stress groups, performed a probabilistic category learning task, in which they were instructed to learn associations between cues and outcomes under different feedback conditions (immediate feedback, short-delayed feedback, and long-delayed feedback). Acute stress was induced by the Maastricht Acute Stress Test (MAST), and stress levels were gauged by Galvanic Skin Response (GSR) measures and a self-reported questionnaire. Results showed that although the MAST was effective in inducing stress, this did not harm learning in either of the feedback conditions. These findings suggest that not all hippocampal-based learning types are negatively influenced by stress.

| S-EPMC7113394 | biostudies-literature

Insular cortex involvement in declarative memory deficits in patients with post-traumatic stress disorder.

Project description:BackgroundNeuroimaging studies have proved that hippocampus relate to the deficient of memory in patients with post-traumatic stress disorder (PTSD). Many studies in healthy subjects also shown that insular cortex (IC) be involved in the declarative memory. This study was designed to investigate whether insular cortex is involved in declarative memory deficits in patients with PTSD.MethodsTwelve subjects with PTSD and 12 subjects without PTSD victims underwent functional magnetic resonance imaging and magnetic resonance imaging. All subjects performed encoding and retrieval memory tasks during the fMRI session. Voxel-based morphometry method was used to analyze gray-matter volume, and the Statistical Parametric Mapping (SPM2) was used to analyze activated brain areas when performing tasks.ResultsGrey matter volume was significantly reduced bilaterally in the insular cortex of PTSD subjects than non-PTSD. PTSD group also had lower level of activation in insular cortex when performing word encoding and retrieval tasks than non-PTSD group.ConclusionThe study provides evidence on structural and function abnormalities of the insular cortex in patients with PTSD. Reduced grey-matter volume in insular cortex may be associated with declarative memory deficits in patients with PTSD.

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