Explicit Instructions Do Not Enhance Auditory Statistical Learning in Children With Developmental Language Disorder: Evidence From Event-Related Potentials.

Indeed, not only the group differences reveal that children from the TLD group showed larger N400 amplitudes than children from the DLD group both in the implicit (even though this effect, observed for the high-TP “words” in the first part of the task, was only marginally significant) and explicit aSL task (for low-TP “words” in the first part of the task and for high-TP “words” in the second half of the task) but, notably, that the differences across tasks only reached a statistically significant level for children from the language unimpaired group.

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