What has been researched about implicit memory in speech-language-hearing pathology? A scoping review.

Abstract

Purpose: to map how implicit memory has been addressed in international scientific speech-language-hearing production.

Research strategies: An electronic search was conducted in the PubMed, Web of Science, Scopus, Embase, CINAHL, and PsycINFO databases, supplemented by a manual search of references of the included studies. The scoping review was conducted based on the Joanna Briggs Institute Evidence Synthesis Manual, following the PRISMA-ScR guidelines. The protocol was registered in the Open Science Framework (10.17605/OSF.IO/PNDWF).

Selection: criteria: Studies addressing implicit memory in speech-language-hearing contexts, in Portuguese, English, or Spanish, regardless of year of publication, were included.

Data: analysis: Two reviewers independently extracted data, considering design, population, objectives, and main outcomes. The studies were grouped by area of application and synthesized by descriptive and narrative analysis.

Results: A total of 2,565 documents were identified, of which 39 comprised this review. The studies were grouped into three categories (language, audiology, and voice). The most frequent themes found were the application of implicit learning in speech-language-hearing contexts; the use of implicit tasks for the assessment and characterization of disorders; and investigations of biases, prejudices, and/or implicit perceptions in speech-language-hearing practice.

Conclusion: The literature deals with implicit memory in a limited and heterogeneous manner, mainly in language, audiology, and voice, focusing on implicit learning, assessment, and biases. Despite its clinical potential, there is a lack of conceptual and methodological systematization, indicating the need for future research to consolidate its use in the field.