This paper, “Implicit and Explicit Sequence Learning Disorder in Adults With Developmental Language Disorder” discusses how adults with DLD perform on implicit and explicit learning skills using serial reaction time (SRT) tasks. Participants with DLD performed similarly to those without DLD in sequence learning, but displayed more errors and poorer recall in tasks needing explicit memory. This indicates that individuals with DLD may retain intact sequence learning abilities, but face challenges with explicit learning and motor responses.

Dr. Cler recently presented work by QuILLs lab members including Nicole Abbott and Linnea Beasley, at the Symposium on Research in Child Language Disorders. Their presentation, titled “Cross-domain processing speed in adults with DLD” found that adults had slower processing times in both reading and coding tasks compared to those without DLD. With the most significant difference in the coding tasks, which likely involve different neural systems. More research is necessary to explore these brain differences and how they affect adults with DLD.