A comparison of learning and retention of a syntactic construction between Cantonese-speaking children with and without DLD in a priming task

Anita M.Y. Wong, Cecilia W.S. Au, Angel Chan, Mohammad Momenian

Research output: Journal article publicationJournal articleAcademic researchpeer-review

Abstract

Procedural circuit Deficit Hypothesis (PDH) of Developmental Language Disorder (DLD) predicts problems with learning and retention of grammar. Twenty 7- to 9-year-old Cantonese-speaking children with DLD and their typically developing (TD) age peers participated in a syntactic priming task that was given in two sessions one week apart. Production of Indirect Object Relative Clause (IORC) was tested using a probe test before and after the priming task, and one week later. The study involved two cycles of learning and retention, and two levels of prior knowledge. Bayesian linear mixed effects modelling was used for data analysis. Children with DLD learned, and possibly retained, IORC less well than TD children after age, working memory and general grammatical knowledge were controlled for. No interaction effects were significant, meaning that cycle and prior knowledge affected both groups similarly in learning and retention. Results were discussed in relation to PDH and the Complementary Learning Systems Theory.

Original languageEnglish
Article number105404
JournalBrain and Language
Volume251
Early online date20 Mar 2024
DOIs
Publication statusPublished - Apr 2024

Keywords

  • Cantonese
  • Developmental language disorder
  • DLD
  • Learning
  • Retention
  • Syntactic priming

ASJC Scopus subject areas

  • Experimental and Cognitive Psychology
  • Language and Linguistics
  • Linguistics and Language
  • Cognitive Neuroscience
  • Speech and Hearing

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