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Rethinking the connection between working memory and language impairment.
- Source :
- International Journal of Language & Communication Disorders; May2016, Vol. 51 Issue 3, p252-264, 13p
- Publication Year :
- 2016
-
Abstract
- Background: Working memory deficits have been found for children with specific language impairment (SLI) on tasks imposing increasing short-term memory load with or without additional, consistent (and simple) processing load. Aims: To examine the processing function of working memory in children with low language (LL) by employing tasks imposing increasing processing loads with constant storage demands individually adjusted based on each participant's short-term memory capacity. Methods & Procedures: School-age groups with LL ( n = 17) and typical language with either average ( n = 28) or above-average nonverbal intelligence ( n = 15) completed complex working memory-span tasks varying processing load while keeping storage demands constant, varying storage demands while keeping processing load constant, simple storage-span tasks, and measures of language and nonverbal intelligence. Teachers completed questionnaires about cognition and learning. Outcomes & Results: Significantly lower scores were found for the LL than either matched group on storage-based tasks, but no group differences were found on the tasks varying processing load. Teachers' ratings of oral expression and mathematics abilities discriminated those who did or did not complete the most challenging cognitive tasks. Conclusions & Implications: The results implicate a deficit in the phonological storage but not in the central executive component of working memory for children with LL. Teacher ratings may reveal personality traits related to perseverance of effort in cognitive research. [ABSTRACT FROM AUTHOR]
- Subjects :
- SHORT-term memory
LANGUAGE disorders
TEACHER evaluation
MATHEMATICAL ability
MEMORY disorders
COGNITIVE load
CHILDREN
ANALYSIS of variance
INTELLIGENCE tests
LANGUAGE disorders in children
LONGITUDINAL method
MATHEMATICS
MULTIVARIATE analysis
PROBABILITY theory
QUESTIONNAIRES
READING
RESEARCH evaluation
RESEARCH funding
T-test (Statistics)
TEACHERS
STATISTICAL significance
EFFECT sizes (Statistics)
PHONOLOGICAL awareness
REHABILITATION of children with disabilities
EXECUTIVE function
SHORT-term memory in children
DESCRIPTIVE statistics
MANN Whitney U Test
Subjects
Details
- Language :
- English
- ISSN :
- 13682822
- Volume :
- 51
- Issue :
- 3
- Database :
- Complementary Index
- Journal :
- International Journal of Language & Communication Disorders
- Publication Type :
- Academic Journal
- Accession number :
- 114639730
- Full Text :
- https://doi.org/10.1111/1460-6984.12202