RESEARCH ARTICLE Can We Improve Structured Sequence Processing? Exploring the Direct and Indirect Effects of Computerized Training Using a Mediational Model

Recent research suggests that language acquisition may rely on domain-general learning abilities, such as structured sequence processing, which is the ability to extract, encode, and represent structured patterns in a temporal sequence. If structured sequence process-ing supports language, then it may be possible to improve language function by enhancing this foundational learning ability. The goal of the present study was to use a novel computer-ized training task as a means to better understand the relationship between structured se-quence processing and language function. Participants first were assessed on pre-training tasks to provide baseline behavioral measures of structured sequence processing and lan-guage abilities. Participants were then quasi-randomly assigned to either a treatment group involving adaptive structured visuospatial sequence training, a treatment group involving adaptive non-structured visuospatial sequence training, or a control group. Following four days of sequence training, all participants were assessed with the same pre-training mea-sures. Overall comparison of the post-training means revealed no group differences. How-ever, in order to examine the potential relations between sequence training, structure