Rethinking the Connection between Working Memory and Language Impairment

Autor/inn/en	Archibald, Lisa M. D.; Harder Griebeling, Katherine
Titel	Rethinking the Connection between Working Memory and Language Impairment
Quelle	In: International Journal of Language & Communication Disorders, 51 (2016) 3, S.252-264 (13 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1368-2822
DOI	10.1111/1460-6984.12202
Schlagwörter	Short Term Memory; Language Impairments; Children; Questionnaires; Personality Traits; Age Groups; Matched Groups; Persistence + Suchen Sie Ihr Suchwort? Kurzzeitgedächtnis; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Child; Kind; Kinder; Fragebogen; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Age grop; Altersgruppe; Ausdauer
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01