Group differences in the rate of learning on the SRT BLZ945 chemical structure task were found between high and low grammar groups but not high and low vocabulary groups. These provide evidence linking grammatical (but not lexical) abilities to procedural memory, consistent with the PDH. However, declarative memory was not examined by Tomblin et al. (2007), and thus the relationship between this memory system and grammar, and whether declarative memory may play a compensatory role, remains unexplored. In sum, previous studies have reported consistent deficits in SLI of verbal and non-verbal procedural memory.

Working memory has yielded mixed results, with largely normal performance on visuo-spatial working memory tasks, but impairments of verbal working memory.

Declarative memory has been found to be largely spared for visual information, but has yielded an inconsistent pattern of findings for verbal information. However, a number of empirical gaps remain. First, little is known about the relative impairments of working, declarative and procedural memory, in particular in the same set of participants. Epigenetic inhibitor library Second, possible confounds such as language deficits (in verbal working memory and verbal declarative memory tasks) or working memory deficits (in various declarative memory tasks) have not been controlled for. Third, the relationship between the status of these memory systems on the one hand, in particular declarative and procedural memory, and lexical and grammatical abilities, on the other hand, let alone in the same set of children, remains largely unexplored. The present study aims to fill these gaps. First, we examine performance on various measures of verbal and visual working, declarative and procedural memory systems Parvulin in 51 children with SLI and 51 TD children. Second, we investigate the relationships between these memory measures and measures of grammatical and lexical abilities in both groups of children. Based on the PDH (Ullman

and Pierpont, 2005), we tested the following predictions. SLI deficits are strongly predicted for procedural memory, even in a non-verbal domain. SLI deficits in working memory are likely. In contrast, children with SLI should be largely spared at declarative memory, even in the verbal domain, once working memory and language deficits are controlled for. Associations between memory and language measures should yield correlations between declarative memory and lexical abilities in both SLI and TD children (since all individuals must depend on declarative memory for lexical knowledge; see above). In TD children, grammatical abilities are expected to correlate with procedural memory. Children with SLI should show the same correlation, and/or grammatical abilities should correlate with declarative memory, given its predicted compensatory role.