Working Memory Capacity and Language Processes in Children With Specific Language Impairment

2003 ◽  
Vol 46 (5) ◽  
pp. 1138-1153 ◽  
Author(s):  
Klara Marton ◽  
Richard G. Schwartz
Keyword(s):  
Working Memory ◽  
Language Impairment ◽  
Specific Language Impairment ◽  
Sentence Comprehension ◽  
Working Memory Capacity ◽  
Sentence Length ◽  
Phonological Loop ◽  
Nonword Repetition ◽  
Syntactic Complexity ◽  
Specific Language

This study examined the interaction between working memory and language comprehension in children with specific language impairment (SLI), focusing on the function of the central executive component and its interaction with the phonological loop (A. D. Baddeley, 1986) in complex working memory tasks. Thirteen children with SLI and 13 age-matched (age range=7;0 [years;months] to 10;0) children with typical language development participated. The tasks combined traditional nonword repetition tests and sentence comprehension by using sentences that differed in length and syntactic complexity. The children with SLI exhibited larger processing and attentional capacity limitations than their age-matched peers. Increased word length and syntactic complexity resulted in a large performance decrease in nonword repetition in both groups. There were some variations in the error pattern, which may indicate qualitative differences between the 2 groups. The performance of the children with SLI in nonword repetition, across the different tasks, indicated a limitation in simultaneous processing rather than difficulty in encoding and analyzing the phonological structure of the nonwords. Furthermore, syntactic complexity had a greater effect on performance accuracy than did sentence length.

Relation of working memory to off-line and real-time sentence processing in children with specific language impairment

2000 ◽  
Vol 21 (1) ◽  
pp. 117-148 ◽  
Author(s):  
JAMES W. MONTGOMERY
Keyword(s):  
Working Memory ◽  
Real Time ◽  
Sentence Processing ◽  
Language Impairment ◽  
Specific Language Impairment ◽  
Sentence Comprehension ◽  
Memory Task ◽  
Load Condition ◽  
Specific Language ◽  
Processing Task

In this study we examined the influence of working memory on the off-line and real-time sentence comprehension/processing of children with specific language impairment (SLI). A total of 12 children with SLI, 12 normally developing children matched for chronological age (CA), and 12 children matched for receptive syntax (RS) completed three tasks. In the working memory task, children recalled as many words as possible under three processing load conditions varying in the number of mental operations (i.e., no load, single load, dual load). In the off-line comprehension task, children listened to linguistically nonredundant and redundant sentences. In the real-time sentence processing task, children monitored sentences for the occurrence of a target word appearing at the beginning, middle, or end of a test sentence and pushed a response pad as quickly as possible upon hearing the target. In the memory task, SLI children recalled fewer words in the dual-load condition relative to CA peers, who showed no condition effect. The SLI and RS groups performed similarly overall; however, both groups recalled fewer words in the dual-load condition than in the other conditions. In the off-line task, the SLI group comprehended fewer sentences of both types relative to the CA controls and fewer redundant sentences relative to themselves and to the RS controls. A significant correlation between working memory and sentence comprehension was found for the SLI group and control groups. For the on-line task, between-group analyses revealed that the SLI group yielded an overall slower word recognition reaction time than the CA and RS groups. Working memory and sentence processing were not correlated for any group. Results were interpreted to suggest that SLI children have a more limited functional working memory capacity than their CA peers. Children with SLI also appear to have greater difficulty managing their working memory resources relative to both age peers and younger children when performing a conventional off-line sentence comprehension task but not a real-time sentence processing task.

An Examination of Verbal Working Memory Capacity in Children With Specific Language Impairment

1999 ◽  
Vol 42 (5) ◽  
pp. 1249-1260 ◽  
Author(s):  
Susan Ellis Weismer ◽  
Julia Evans ◽  
Linda J. Hesketh
Keyword(s):  
Working Memory ◽  
Language Processing ◽  
Language Impairment ◽  
Specific Language Impairment ◽  
Working Memory Capacity ◽  
Verbal Working Memory ◽  
Memory Capacity ◽  
Word Recall ◽  
School Age Children ◽  
Specific Language

This study investigated verbal working memory capacity in children with specific language impairment (SLI). The task employed in this study was the Competing Language Processing Task (CLPT) developed by Gaulin and Campbell (1994). A total of 40 school-age children participated in this investigation, including 20 with SLI and 20 normal language (NL) age-matched controls. Results indicated that the SLI and NL groups performed similarly in terms of true/false comprehension items, but that the children with SLI evidenced significantly poorer word recall than the NL controls, even when differences in nonverbal cognitive scores were statistically controlled. Distinct patterns of word-recall errors were observed for the SLI and NL groups, as well as different patterns of associations between CLPT word recall and performance on nonverbal cognitive and language measures. The findings are interpreted within the framework of a limited-capacity model of language processing.

Nonword repetitions of children with specific language impairment: Exploration of some explanations for their inaccuracies

1998 ◽  
Vol 19 (2) ◽  
pp. 279-309 ◽  
Author(s):  
Jan Edwards ◽  
Margaret Lahey
Keyword(s):  
Working Memory ◽  
Language Impairment ◽  
Specific Language Impairment ◽  
Auditory Discrimination ◽  
Nonword Repetition ◽  
Phonological Information ◽  
Phonological Representations ◽  
Specific Language ◽  
Duration Of Response

AbstractTo examine possible explanations of the reported inaccuracies of children with specific language impairment (SLI) on nonword repetition, we compared the repetitions of 54 children with SLI and their peers in terms of number and type of error as well as latency and duration of response. We found no evidence of differences between the groups in auditory discrimination or response processes, but we did find some evidence suggesting differences in either the formation or storage of phonological representations in working memory. Because repetition accuracy was significantly correlated with expressive, but not receptive, measures of language, we hypothesized that the problem lay with the nature of phonological representations in working memory and not with the ability to hold phonological information in working memory.

Understanding the Language Difficulties of Children With Specific Language Impairments

2002 ◽  
Vol 11 (1) ◽  
pp. 77-91 ◽  
Author(s):  
James W. Montgomery
Keyword(s):  
Working Memory ◽  
Language Impairment ◽  
Specific Language Impairment ◽  
Sentence Comprehension ◽  
Verbal Working Memory ◽  
Language Impairments ◽  
Specific Language ◽  
Clinical Marker ◽  
Language Difficulties ◽  
Specific Language Impairments

Many children with specific language impairment (SLI) demonstrate deficits in both verbal working memory (VWM) and language. Among child language researchers, the debate continues whether these two deficits are related. In this article, I take the position that there is indeed a connection between SLI and VWM. I review evidence suggesting that the lexical/morphological learning and sentence comprehension problems of many of these children are associated with deficient VWM abilities. Evidence is also reviewed for the possibility that deficient VWM provides a clinical marker of SLI. I end by offering various assessment and intervention techniques that may prove useful in SLI.

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