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Procedural auditory category learning is selectively disrupted in developmental language disorder

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Abstract

Speech communication depends on accurate perception and identification of speech sounds, which vary across talkers and word or sentence contexts. The ability to map this variable input onto discrete speech sound representations relies on categorization. Recent research and theoretical models implicate the procedural learning system in the ability to learn novel speech and non-speech categories. This connection is particularly intriguing because several language disorders that demonstrate linguistic impairments are proposed to stem from procedural learning and memory dysfunction. One such disorder, Developmental Language Disorder (DLD), affects 7.5% of children and persists into adulthood. While DLD is associated with general linguistic impairments, it is not yet clear how fundamental perceptual and cognitive processes supporting language are impacted, such as the ability to learn novel auditory categories. We examined auditory category learning in children with DLD and typically developed (TD) children using two well-matched nonspeech auditory category learning challenges to draw upon presumed procedural (information-integration) versus declarative (rule-based) learning systems. We observed impaired information-integration category learning and intact rule-based category learning in the DLD group. Quantitative model-based analyses revealed reduced use of, and slower shifting to, optimal procedural-based strategies in DLD and slower shifting to but similarly efficient use of optimal hypothesis-testing strategies. The dissociation is consistent with the Procedural Deficit Hypothesis of language disorders and supports the theoretical distinction of multiple category learning systems. These findings demonstrate that highly controlled experimental tasks assessing perceptual and cognitive abilities can relate to real-world challenges facing individuals with DLD in forming stable linguistic representations.

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Data availability

The data and materials for the experiment are available via the Open Science Framework at https://osf.io/va9p8/. The experiments were not pre-registered.

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Acknowledgements

This research was supported by a grant from the Israel Science Foundation (grant No. 734/22) awarded to YG.

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  1. Department of Special Education and the Edmond J. Safra Brain Research Center for the Study of Learning Disabilities, University of Haifa, Mount Carmel, 31905, Haifa, Israel

    Hadeer Derawi & Yafit Gabay

  2. Department of Communication Science and Disorders, Center for the Neural Basis of Cognition, University of Pittsburgh, Pittsburgh, PA, USA

    Casey L. Roark

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Derawi, H., Roark, C.L. & Gabay, Y. Procedural auditory category learning is selectively disrupted in developmental language disorder. Psychon Bull Rev 31, 1181–1192 (2024). https://doi.org/10.3758/s13423-023-02398-9

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