Presentation Type
Poster
Subjects
Memory, Language acquisition -- Psychological aspects, Implicit memory, Explicit memory
Advisor
Carolyn Quam
Student Level
Post Baccalaureate
Abstract
This study will examine how memory systems are intertwined with language learning by assessing participants’ different memory systems and relating memory skills to the ability to learn and categorize unfamiliar sounds.
Based upon similar work (Maddox, Ing, & Lauritzen, 2006), we hypothesize that the data will show a link between procedural memory and implicit sound categorization, and between declarative memory and explicit sound categorization. Additionally, based on the predictions of the Procedural Deficit Hypothesis (Lum, Conti-Ramsden, Page, & Ullman, 2012), we believe adults with LI will (1) show a weak connection between procedural memory and implicit sound categorization accuracy; (2) demonstrate stronger connections between declarative memory and implicit sound categorization accuracy, suggesting a compensatory strategy; and (3) exhibit weaker performance for learning sounds implicitly when compared to neurotypical adults. Thus far, 46 neurotypical adult participants and 10 LI adult participants have completed assessments of memory and sound-category learning. Preliminary descriptive analyses suggested that LI participants were showing lower performance in procedural-memory and working-memory tasks, and both implicit and explicit sound-category-learning tasks, relative to neurotypical participants. In our presentation, we will extend these analyses to all 56 participants and statistically compare groups to test the predictions of the Procedural Deficit Hypothesis.
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Persistent Identifier
https://archives.pdx.edu/ds/psu/35413
Included in
Links Between Sound-Category Learning & Memory Skills in Neurotypical & Language-Learning-Disabled Adults
This study will examine how memory systems are intertwined with language learning by assessing participants’ different memory systems and relating memory skills to the ability to learn and categorize unfamiliar sounds.
Based upon similar work (Maddox, Ing, & Lauritzen, 2006), we hypothesize that the data will show a link between procedural memory and implicit sound categorization, and between declarative memory and explicit sound categorization. Additionally, based on the predictions of the Procedural Deficit Hypothesis (Lum, Conti-Ramsden, Page, & Ullman, 2012), we believe adults with LI will (1) show a weak connection between procedural memory and implicit sound categorization accuracy; (2) demonstrate stronger connections between declarative memory and implicit sound categorization accuracy, suggesting a compensatory strategy; and (3) exhibit weaker performance for learning sounds implicitly when compared to neurotypical adults. Thus far, 46 neurotypical adult participants and 10 LI adult participants have completed assessments of memory and sound-category learning. Preliminary descriptive analyses suggested that LI participants were showing lower performance in procedural-memory and working-memory tasks, and both implicit and explicit sound-category-learning tasks, relative to neurotypical participants. In our presentation, we will extend these analyses to all 56 participants and statistically compare groups to test the predictions of the Procedural Deficit Hypothesis.
Comments/Description
Winner of the 2021 Student Research Symposium Poster Competition