In addition to relative strengths in declarative memory,not all forms of implicitor procedural learning are impaired in individuals with developmental language disorders(Figure 1). Both children and adults with dyslexia showed similar implicit learning to controls in non-sequential contextual cueing tasks [29–31]. Children with SLI also show learning similar to that of age-matched controls in other non-sequential procedural learning tasks such as the pursuit rotor task ([7], but see [32]); they do not differ from controlsin eyeblink conditioning, which engages corticocerebellar circuits [33,34]. However, as equential learning deficit can not explain all the evidence. Probabilistic category learning tasks, such as the ‘weather prediction’ task,have also been used to probe procedural learning in these groups. Adults with dyslexia [35,36] or SLI [37], but see [38] do not acquire implicit categorical knowledge at the same rate as age-
matched controls.One possibility is that individuals with language disorders struggle in conditions where learning dimensionsarenotexplicitlydefined. Another is that these learning deficits
occur concurrently with core sequence learning difficulties, perhaps owing to impairment in over lapping neural circuits(Box 3).