The Neurocognition of Developmental Disorders of Language

Ullman, Michael T.; Earle, F. Sayako; Walenski, Matthew; Janacsek, Karolina

doi:10.1146/annurev-psych-122216-011555

Cited by 223Language Development and DisordersNeurobiology of Language and BilingualismReading and Literacy Development

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The Neurocognition of Developmental Disorders of Language

Ullman, Michael T., Earle, F. Sayako, Walenski, Matthew, Janacsek, Karolina·2020·Annual Review of Psychology

DOI 10.1146/annurev-psych-122216-011555

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Abstract

Developmental disorders of language include developmental language disorder, dyslexia, and motor-speech disorders such as articulation disorder and stuttering. These disorders have generally been explained by accounts that focus on their behavioral rather than neural characteristics; their processing rather than learning impairments; and each disorder separately rather than together, despite their commonalities and comorbidities. Here we update and review a unifying neurocognitive account—the Procedural circuit Deficit Hypothesis (PDH). The PDH posits that abnormalities of brain structures underlying procedural memory (learning and memory that rely on the basal ganglia and associated circuitry) can explain numerous brain and behavioral characteristics across learning and processing, in multiple disorders, including both commonalities and differences. We describe procedural memory, examine its role in various aspects of language, and then present the PDH and relevant evidence across language-related disorders. The PDH has substantial explanatory power, and both basic research and translational implications.

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Two at least partially independent neural systems, the declarative and procedural memory systems, underlie learning, representing and applying relevant knowledge.
“A leading tenet of neurobiological theory on learning and memory is that two at least partially independent neural systems, the declarative and procedural memory systems, underlie learning, representing and applying relevant knowledge [34–36].”
From Can grammatical morphemes be taught? Evidence of gestures influencing second language procedural learning in middle childhood (2023) · cites this paper as [35]

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Sorted by citations

THE RELIABILITY AND VALIDITY OF PROCEDURAL MEMORY ASSESSMENTS USED IN SECOND LANGUAGE ACQUISITION RESEARCH
Buffington, J., Demos, A. P., & Morgan-Short, K. (2021) · Studies in Second Language Acquisition · doi:10.1017/s0272263121000127 · Cited by 40
Can grammatical morphemes be taught? Evidence of gestures influencing second language procedural learning in middle childhood
Janzen Ulbricht, N. (2023) · PLOS ONE · doi:10.1371/journal.pone.0280543 · Cited by 3

Authors: Ullman, M. T., Earle, F. S., Walenski, M., & Janacsek, K.
Affiliations: Georgetown University (US)
University of Delaware (US)
Northwestern University (US)
Eötvös Loránd University (HU)
Corresponding author: Ullman, Michael T.
ORCID: Ullman, Michael T.
Earle, F. Sayako
Walenski, Matthew
Janacsek, Karolina
Venue: Annual Review of Psychology
Publisher: Annual Reviews
Published: 2020-01-04
Volume: 71
Issue: 1
Pages: 389-417
ISSN: 0066-4308 (ISSN-L)
1545-2085
DOI: 10.1146/annurev-psych-122216-011555
OpenAlex: W2964246624
Cited by: 223
References: 11
Citations by year: 2026: 18 · 2025: 27 · 2024: 44 · 2023: 38 · 2022: 27 · 2021: 44 · 2020: 20
FWCI: 5.01
Type: journal article
Language: en
Open access: closed
Locations: Annual Review of Psychology (publishedVersion)
PubMed (publishedVersion)
Greenwich Academic Literature Archive (University of Greenwich) (acceptedVersion)
Repository of the Academy's Library (Library of the Hungarian Academy of Sciences) (acceptedVersion)
Funders: National Institute on Deafness and Other Communication Disorders (R21DC016391)
Eunice Kennedy Shriver National Institute of Child Health and Human Development (R21HD087088)
Topics: Social Sciences › Psychology › Developmental and Educational Psychology › Language Development and Disorders
Life Sciences › Neuroscience › Cognitive Neuroscience › Neurobiology of Language and Bilingualism
Social Sciences › Psychology › Developmental and Educational Psychology › Reading and Literacy Development
Keywords: specific language impairment, dyslexia, articulation disorders, stuttering, procedural memory, basal ganglia, neurocognitive function, comorbidities
MeSH terms: Brain, Humans, Language Development Disorders, Memory Disorders

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The Neurocognition of Developmental Disorders of Language

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