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. 

Dr. Cler and QuILLS lab students Linnea Beasley and Anja Bullen recently visited San Diego, California, for a conference on motor speech, where they talked about their presentation titled “Motor Control in Adults with Developmental Language Disorders.” Which focused on how fine and gross motor control skills differ in adults with DLD and those without. Further research on motor control in adults with DLD will enhance our a understanding of how it appears in older populations.

Dr. Cler recently presented work by QuILLS lab students Allison Johnson and Bailey Jacobson and collaborator Dr. Jeanne Gallee at the Conference on Motor Speech. Their poster, “Laryngeal motor coordination in adults with Developmental Language Disorder”, showed initial results indicating possible laryngeal motor control differences in adults with DLD, but future work is needed to ensure that results are not due solely to language differences.

In Dr. Cler’s new paper, “Differences in cortical surface area in developmental language disorder,” the study highlights the importance of distinguishing between surface area and cortical thickness in investigating the brain basis of neurodevelopmental disorders. It also suggests the development of cortical surface area to be of importance to Developmental Language Disorder and is a must read!

Dr. Cler was selected as one of the recipients of the Ronald S. Howell Distinguished Faculty Fellowship from the Washington Research Foundation, as part of a cohort chosen to reflect the breadth of outstanding neuroscience work at UW. This award focuses on early career faculty with a research, teaching, service, and outreach record reflecting a commitment to diversity, equity, and inclusion. Thank you to the Washington Research Foundation and Ronald S. Howell!

This paper,”Microstructural properties of the cerebellar peduncles in children with developmental language disorder,” uses advanced imaging techniques to examine how well certain brain pathways that connect the cerebellum to language-related areas function. The goal was to see if there are differences in how these connections are structured between children with DLD and typically developing children. The results suggest changes in how these pathways are structured in children with DLD. Showing that the cerebellum plays an important role in language development. This gives us a new understanding about the neurobiological reasons behind DLD.

Undergraduate Anja Bullen recently completed her thesis entitled, “Motor Control in Adults with Developmental Language Disorder” to graduate with honors from UW Speech and Hearing Sciences. Anja will soon be starting as a graduate student at UW in our Educational SLP track. Congrats, Anja!

Dr. Cler’s new paper, “Quantitative MRI reveals differences in striatal myelination in children with DLD,” examines how a specific brain area involved in movement and learning (the striatum) develops a protective coating (myelination) in children with DLD. Using MRI scans, this study observed that children with DLD have different myelination patterns in the striatum compared to typically developing children. These results help us understand the brain differences in children with DLD and could lead to better interventions for this disorder.

This paper, “Ability-based Methods for Personalized Keyboard Generation,” presents methods for creating personalized keyboards based on how individuals type. By looking at each individual’s typing abilities, the study suggests ways to design keyboard layouts that suit differing needs and preferences. The research aims to make typing more efficient, as well as potentially benefiting those with different motor and cognitive abilities.