Impaired procedural learning has been suggested as a possible cause of developmental dyslexia (DD) and developmental language disorder (DLD). We evaluate this theory by performing a series of meta-analyses on evidence from the six procedural learning tasks that have most commonly been used to test this theory: the serial reaction time, Hebb learning, artificial grammar and statistical learning, weather prediction, and contextual cuing tasks. Studies using serial reaction time and Hebb learning tasks yielded small group deficits in comparisons between language impaired and typically developing controls (g = -.30 and -.32, respectively). However, a meta-analysis of correlational studies showed that the serial reaction time task was not a reliable correlate of language-related ability in unselected samples (r = .03). Larger group deficits were, however, found in studies using artificial grammar and statistical learning tasks (g = -.48) and the weather prediction task (g = -.63). Possible reasons for the discrepancy in results from different tasks that all purportedly measure procedural learning are highlighted. We conclude that current data do not provide an adequate test of the theory that a generalized procedural learning deficit is a causal risk factor for developmental dyslexia or developmental language disorder. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

中文翻译：

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程序性学习缺陷是发育性语言障碍或阅读障碍的危险因素吗？元分析综述。

程序性学习受损被认为可能是导致发育性阅读障碍 (DD) 和发育性语言障碍 (DLD) 的原因。我们通过对六项最常用于测试该理论的程序学习任务的证据进行一系列元分析来评估该理论：连续反应时间、Hebb 学习、人工语法和统计学习、天气预报和上下文提示任务。使用连续反应时间和 Hebb 学习任务的研究在语言障碍和典型发育控制之间的比较中产生了小组缺陷（分别为 g = -.30 和 -.32）。然而，相关研究的荟萃分析表明，在未选择的样本中，连续反应时间任务不是与语言相关能力的可靠关联 (r = .03)。较大的群体赤字是，然而，在使用人工语法和统计学习任务 (g = -.48) 和天气预报任务 (g = -.63) 的研究中发现。强调了不同任务的结果差异的可能原因，这些任务都据称衡量了程序学习。我们得出的结论是，目前的数据并没有提供对广义程序性学习缺陷是发展性阅读障碍或发展性语言障碍的因果风险因素的理论的充分检验。（PsycInfo 数据库记录 (c) 2021 APA，保留所有权利）。我们得出的结论是，目前的数据并没有提供对广义程序性学习缺陷是发展性阅读障碍或发展性语言障碍的因果风险因素的理论的充分检验。（PsycInfo 数据库记录 (c) 2021 APA，保留所有权利）。我们得出的结论是，目前的数据并没有提供对广义程序性学习缺陷是发展性阅读障碍或发展性语言障碍的因果风险因素的理论的充分检验。（PsycInfo 数据库记录 (c) 2021 APA，保留所有权利）。