First Advisor
Carolyn Quam
Date of Award
Spring 6-16-2023
Document Type
Thesis
Degree Name
Bachelor of Arts (B.A.) in Speech and Hearing Sciences and University Honors
Department
Speech and Hearing Sciences
Language
English
Subjects
Language Learning Disability (LLD), category learning, implicit, explicit, language learning, second language learning
DOI
10.15760/honors.1429
Abstract
This study evaluates the impact of memory skills (procedural, declarative, and working) and sound discrimination abilities, on the ability of adults with and without Language Learning Disability (LLD) to learn two sound-category structures, one designed to be learned implicitly and the other designed to be learned explicitly. This design tests a theorized etiology for LLD, the Procedural Deficit Hypothesis (PDH), which posits that LLD is caused by selective impairments to procedural memory and implicit learning. It also serves to evaluate factors and conditions that contribute to success in second-language learning for adults, who are less neurologically suited to the task of language learning than children.
Rights
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Persistent Identifier
https://archives.pdx.edu/ds/psu/40375
Recommended Citation
Fulcher, Allison, "Sound-Category Learning and Memory Skills in Neurotypical Adults and Adults with Language-Learning Disabilities" (2023). University Honors Theses. Paper 1398.
https://doi.org/10.15760/honors.1429