However, it is likely that not all aspects of grammar (or other functions) can be equally well subserved by either system; for example, long-distance dependencies in grammar may cause particular problems for declarative memory. Additionally, some functions and tasks can apparently be subserved only by one or the other system. For example, it appears to be the case that arbitrary associations, including for lexical knowledge, may always depend on declarative memory, while at least certain motor skills might require procedural memory ( Dietrich et al., 2001, Ullman, 2004, Ullman, 2005, Ullman, 2006a, Ullman, 2006b and Ullman and Pierpont, 2005). Various factors affect whether a given

function that can depend on either system (e.g., navigation, grammar) is actually learned or processed in one or the other (Poldrack et al., check details 2001, Poldrack and Rodriguez, 2004 and Ullman, 2004). Of relevance here, a dysfunction of one system but not the other may Adriamycin research buy result in an increased (compensatory) reliance on the intact system (Hartley and Burgess, 2005, Ullman, 2004 and Ullman, 2008). Thus, the impairment or attenuation of procedural memory has been shown to lead to an increased dependence on declarative memory for grammar and other functions. For example, in rats, navigation can be supported by the hippocampus

following lesioning to structures that normally underlie procedural memory in this species (McDonald and White, 1995 and Packard, 2008). In humans, a neuroimaging study of route learning found that individuals in the early stages of Huntington’s disease (which affects the basal ganglia) with mild symptoms showed basal ganglia activation, while those with severe symptoms showed hippocampal activation (Voermans et al., 2004). Moreover, disease severity did not correlate with participants’ route finding abilities, suggesting that the hippocampus compensated successfully for the basal ganglia impairments. Similarly, the dysfunction or attenuation however of procedural memory in various situations and disorders, including in agrammatic aphasia (Drury

and Ullman, 2002 and Hagoort et al., 2003), autism (Walenski et al., 2006), and (see below) SLI (Ullman and Pierpont, 2005), have been found to lead to an increased dependence of grammar on declarative memory. Ullman and Pierpont (2005) proposed that the language problems in SLI can be largely explained by abnormalities of brain structures underlying procedural memory – in particular, portions of frontal/basal-ganglia circuits (especially the caudate nucleus and the region around Broca’s area) and the cerebellum. According to the PDH, these abnormalities should lead to impairments of the various domains and functions that depend on these structures. Most importantly, procedural memory itself is predicted to be impaired, leading to deficits in implicit sequence learning, grammar, and various other tasks and functions that depend on this system.