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Category learning with and without feedback in children with developmental language disorder |
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Lauren Baron - MGH Institute of Health Professions, Cognitive Neuroscience Group
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Isabel Fitzpatrick - MGH Institute of Health Professions, Cognitive Neuroscience Group
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Yael Arbel - MGH Institute of Health Professions, Department of Communication Sciences & Disorders, Cognitive Neuroscience Group
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| SRCLD Year: |
2021 |
| Presentation Type: |
Poster Presentation |
| Poster Number: |
PS2-03 |
| Presentation Time: |
(na) |
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The procedural deficit hypothesis suggests that interventions for children with developmental language disorder (DLD) should capitalize on their intact explicit learning system. As such, feedback-based teaching that promotes explicit learning is often used to instruct children with DLD. However, feedback processing may be impaired in these children, which limits the effectiveness of feedback-based intervention approaches. We examined performance on a category learning task presented with and without feedback to 16 children with DLD and 16 age-matched peers with typical development (TD). Preliminary results showed that children with DLD did not benefit from corrective feedback to the same extent as their peers with TD. Children with DLD appeared to learn better without feedback, which supports the use of feedback-free or errorless learning approaches. Implications for intervention and future research will be discussed. This work was funded by NIDCD R15DC016438. |
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