The Language, Working Memory, and Other Cognitive Demands of Verbal Tasks

Autor/in	Archibald, Lisa M. D.
Titel	The Language, Working Memory, and Other Cognitive Demands of Verbal Tasks
Quelle	In: Topics in Language Disorders, 33 (2013) 3, S.190-207 (18 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0271-8294
DOI	10.1097/TLD.0b013e31829dd8af
Schlagwörter	Cognitive Processes; Verbal Ability; Correlation; Epidemiology; Children; Standardized Tests; Intelligence Tests; Language Tests; Short Term Memory; Grammar; Naming; Recall (Psychology); Sentences; Statistical Analysis; Factor Analysis + Suchen Sie Ihr Suchwort? Cognitive process; Kognitiver Prozess; Mündliche Leistung; Korrelation; Epidemiologie; Child; Kind; Kinder; Standadised tests; Standardisierter Test; Intelligence test; Intelligenztest; Language test; Sprachtest; Kurzzeitgedächtnis; Grammatik; Abberufung; Sentence analysis; Satzanalyse; Statistische Analyse; Faktorenanalyse
Abstract	Purpose: To gain a better understanding of the cognitive processes supporting verbal abilities, the underlying structure and interrelationships between common verbal measures were investigated. Methods: An epidemiological sample (n = 374) of school-aged children completed standardized tests of language, intelligence, and short-term and working memory, as well as nonstandardized measures of grammaticality judgment, rapid naming, and sentence recall. Results: Results of a principal component analysis revealed 4 factors corresponding to domain-general working memory, language processing, phonological short-term memory, and fluid reasoning. In corresponding analyses based on younger and older halves of the data, more variables loaded on the fluid reasoning factor for the younger group, and more task variance was explained by the language or phonological storage factors for the older group. The language processing factor correlated with all of the non-standardized measures, whereas rapid naming was additionally correlated with working memory. Discussion/conclusions: Separable cognitive processes influence performance on common verbal measures, which has implications for assessment and intervention of children with developmental language impairments. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01