Optimizing feedback-based learning in children with developmentallanguage disorder.

The project will investigate how manipulating feedback timing (immediate vs. delayed) and the level of learner involvement (active vs. passive correction) affects declarative and implicit learning systems in 140 school-age children (8-12 years) with DLD. Aim 1 will determine the effect of feedback timing, testing the hypothesis that delaying feedback improves learning in DLD, or a novel feedback-learning parity hypothesis. Aim 2 will compare learning when feedback prompts active self-correction versus passive exposure to error corrections using two nonword-object paired-associate learning tasks. Behavioral indicators of response to feedback will be complemented by electrophysiological measures to determine the involvement of implicit and declarative brain systems during the learning process.