scholarly journals Visuospatial and Verbal Short-Term Memory Correlates of Vocabulary Ability in Preschool Children

2017 ◽  
Vol 60 (8) ◽  
pp. 2249-2258
Author(s):  
Stephanie F. Stokes ◽  
Thomas Klee ◽  
Myriam Kornisch ◽  
Lisa Furlong
Keyword(s):  
Short Term Memory ◽  
Receptive Vocabulary ◽  
Face Validity ◽  
Expressive Vocabulary ◽  
Short Term ◽  
Neurodevelopmental Outcomes ◽  
Term Memory ◽  
Longitudinal Outcomes ◽  
Replication Studies ◽  
English Speaking

Background Recent studies indicate that school-age children's patterns of performance on measures of verbal and visuospatial short-term memory (STM) and working memory (WM) differ across types of neurodevelopmental disorders. Because these disorders are often characterized by early language delay, administering STM and WM tests to toddlers could improve prediction of neurodevelopmental outcomes. Toddler-appropriate verbal, but not visuospatial, STM and WM tasks are available. A toddler-appropriate visuospatial STM test is introduced. Method Tests of verbal STM, visuospatial STM, expressive vocabulary, and receptive vocabulary were administered to 92 English-speaking children aged 2–5 years. Results Mean test scores did not differ for boys and girls. Visuospatial and verbal STM scores were not significantly correlated when age was partialed out. Age, visuospatial STM scores, and verbal STM scores accounted for unique variance in expressive (51%, 3%, and 4%, respectively) and receptive vocabulary scores (53%, 5%, and 2%, respectively) in multiple regression analyses. Conclusion Replication studies, a fuller test battery comprising visuospatial and verbal STM and WM tests, and a general intelligence test are required before exploring the usefulness of these STM tests for predicting longitudinal outcomes. The lack of an association between the STM tests suggests that the instruments have face validity and test independent STM skills.

Predictors of developmental outcomes in children with complete transposition

1998 ◽  
Vol 8 (3) ◽  
pp. 352-357 ◽  
Author(s):  
Alex Gomelsky ◽  
E. Wayne Holden ◽  
Kathy A. Ellerbeck ◽  
Joel I. Brenner
Keyword(s):  
Short Term Memory ◽  
Educational Achievement ◽  
Developmental Outcomes ◽  
Surgical Correction ◽  
Short Term ◽  
Neurodevelopmental Outcomes ◽  
Term Memory ◽  
Visual Motor Integration ◽  
Complete Transposition ◽  
Visual Motor

AbstractCognitive, functional, educational achievement and behavioural measures were employed to assess neurobehavioral status in 57 of 60 participants who were initially enrolled in the Baltimore–Washington Infant Study, and who survived surgical correction of complete transposition (concordant atrioventricular and discordant ventriculo-arterial connections). Charts were reviewed to investigate the relationship between birth variables, surgical strategy and developmental outcomes. Higher preoperative weight was associated with better outcomes on the Stanford–Biner Short-term Memory subtest, while lower preoperative oxygen tension was associated with better outcomes on the Abstract/Visual Reasoning subtest and a test of Visual–Motor Integration. Longer total bypass time was associated with poor outcomes on the Short-term Memory subtests. Higher average flow rates during cooling and rewarming were associated with higher scores in the test of short term memory but poorer outcomes on a test for visual motor integration. Longer cooling times were associated with higher scores on the test for Visual–Motor Integration. Patients suffering seizures scored lower on the Stanford–Biner Composite, as well as in their tests of achievement. The data indicate that non-verbal. skills may be particularly sensitive to variations in surgical strategies employed to correct complete transposition. Overt neurological events, such as seizures, were related to global deficits in intellectual functioning. Prospective studies evaluating systemic variations in surgical procedures and attempts to prevent and manage perioperative neurological events are important for further investigation of neurodevelopmental outcomes in children surviving surgical correction.

Cost-Effective Prediction of Reading Difficulties

2004 ◽  
Vol 47 (4) ◽  
pp. 751-765 ◽  
Author(s):  
Steve M. Heath ◽  
John H. Hogben
Keyword(s):  
Oral Language ◽  
Short Term Memory ◽  
Receptive Vocabulary ◽  
Screening Procedure ◽  
Testing Time ◽  
Reading Problems ◽  
Short Term ◽  
Auditory Temporal Processing ◽  
Term Memory ◽  
Reading Outcomes

This study addressed 2 questions: (a) Can preschoolers who will fail at reading be more efficiently identified by targeting those at highest risk for reading problems? and (b) will auditory temporal processing (ATP) improve the accuracy of identification derived from phonological processing and oral language ability? A sample of 227 preschoolers was screened for Performance IQ and was tested on phonological awareness (PA). The upper and lower quartiles of the PA distribution were selected as being at lowest and highest risk, respectively, for reading failure. Children with good and poor PA were tested on ATP, phonological short-term memory, rapid automatized naming, oral language, receptive vocabulary, and 2 measures of listening comprehension. Reading outcomes were measured at the end of Year 2. Only 1 child in he good-PA group became a poor reader by the end of Year 2, confirming that being in the top quartile for PA predicts positive reading outcomes. Discriminant analysis using the authors’ test battery within the poor-PA group identified poor readers with sensitivity of.91 and specificity of.84, but ATP did not improve classification accuracy afforded by phonological and oral language. A brief screening procedure was formulated using only PA, phonological short-term memory, and demographic variables, with which 80% of children with poor PA who are at risk of reading problems can be identified. Further refinements of this screening procedure would increase accuracy of identification at the cost of only a small increment in required testing time.

scholarly journals The relationship between vocabulary and short-term memory measures in monolingual and bilingual speakers

2011 ◽  
Vol 15 (4) ◽  
pp. 408-425 ◽  
Author(s):  
Margarita Kaushanskaya ◽  
Henrike K. Blumenfeld ◽  
Viorica Marian
Keyword(s):  
Short Term Memory ◽  
Native Language ◽  
Digit Span ◽  
Short Term ◽  
Term Memory ◽  
Bilingual Speakers ◽  
Bilingual Group ◽  
English Speaking ◽  
Memory Resources ◽  
The Relationship

Previous studies have indicated that bilingualism may influence the efficiency of lexical access in adults. The goals of this research were (1) to compare bilingual and monolingual adults on their native-language vocabulary performance, and (2) to examine the relationship between short-term memory skills and vocabulary performance in monolinguals and bilinguals. In Experiment 1, English-speaking monolingual adults and simultaneous English–Spanish bilingual adults were administered measures of receptive English vocabulary and of phonological short-term memory. In Experiment 2, monolingual adults were compared to sequential English–Spanish bilinguals, and were administered the same measures as in Experiment 1, as well as a measure of expressive English vocabulary. Analyses revealed comparable levels of performance on the vocabulary and the short-term memory measures in the monolingual and the bilingual groups across both experiments. There was a stronger effect of digit-span in the bilingual group than in the monolingual group, with high-span bilinguals outperforming low-span bilinguals on vocabulary measures. Findings indicate that bilingual speakers may rely on short-term memory resources to support word retrieval in their native language more than monolingual speakers.

Verbal Short-Term Memory in Down Syndrome

2002 ◽  
Vol 45 (3) ◽  
pp. 531-544 ◽  
Author(s):  
Christopher Jarrold ◽  
Alan D. Baddeley ◽  
Caroline E. Phillips
Keyword(s):  
Down Syndrome ◽  
Spatial Information ◽  
Short Term Memory ◽  
Memory Performance ◽  
Receptive Vocabulary ◽  
Short Term ◽  
Term Memory ◽  
Recall Procedure ◽  
Children And Young Adults ◽  
Motor Difficulties

The current study explored three possible explanations of poor verbal short-term memory performance among individuals with Down syndrome in an attempt to determine whether the condition is associated with a fundamental verbal shortterm memory deficit. The short-term memory performance of a group of 19 children and young adults with Down syndrome was contrasted with that of two control groups matched for level of receptive vocabulary. The specificity of a deficit was assessed by comparing memory for verbal and visuo-spatial information. The effect of auditory problems on performance was examined by contrasting memory for auditorily presented material with that for material presented both auditorily and visually. The influence of speech-motor difficulties was investigated by employing both a traditional recall procedure and a serial recognition procedure that reduced spoken response demands. Results confirmed that individuals with Down syndrome do show impaired verbal short-term memory performance for their level of receptive vocabulary. The findings also indicated that this deficit is specific to memory for verbal information and is not primarily caused by auditory or speech-production difficulties.

scholarly journals Γλωσσικά και γνωστικά ελλείμματα στο σύνδρομο Sotos: μια μελέτη περίπτωσης

2021 ◽  
Vol 26 (1) ◽  
pp. 224
Author(s):  
Δέσποινα Μπερμπερίδου
Keyword(s):  
Short Term Memory ◽  
Single Case ◽  
Genetic Disorder ◽  
Female Adolescent ◽  
Sotos Syndrome ◽  
Vocabulary Test ◽  
Expressive Vocabulary ◽  
Short Term ◽  
Term Memory ◽  
Raven's Progressive Matrices

Sotos syndrome is a genetic disorder of mental retardation characterized by specific facial characteristics, overgrowth in childhood, cognitive impairment and speech and language difficulties. In this paper, we report on a single case study of a female adolescent, TK, aged 15;9 diagnosed with Sotos syndrome. The main goal was to investigate her phonological short-term memory abilities as well as her visuospatial memory abilities and language abilities. We employed the following tests: (a) Raven’s Progressive Matrices and Vocabulary Scales (Greek edition) (Raven et al., 2003/2004), (b) Renfrew Word Finding Vocabulary Test – Greek edition (Vogindroukas et al., 2009), (c) Peabody Picture Vocabulary Test –Special Edition (Greek edition) (Simos et al., 2012), (d) Action Picture Test – Greek edition (Vogindroukas et al., 2011), and (e) Bezevegis et al.’s (2008) memory test. The most profound deficiencies were observed in expressive vocabulary and pragmatic/communicative skills, while difficulties were also found in verbal short-term memory. Deficiencies were also observed in verbal and non-verbal IQ in agreement with previous findings (Cole & Hughes, 1994. de Boer et al., 2004. Finegan et al., 1994). TK’s performance on visuospatial sketchpad was slightly better compared to the results obtained through the other tests. We discuss the clinical implications of our findings.

Short-term memory, working memory and linguistic abilities in bilingual children with Developmental Language Disorder

2019 ◽  
Vol 40 (4) ◽  
pp. 437-460 ◽  
Author(s):  
Ioanna Talli ◽  
Stavroula Stavrakaki
Keyword(s):  
Working Memory ◽  
Short Term Memory ◽  
Language Disorder ◽  
Digit Span ◽  
Verbal Working Memory ◽  
Receptive Vocabulary ◽  
Developmental Language Disorder ◽  
Short Term ◽  
Term Memory ◽  
Word Repetition

This article investigates verbal short-term memory (vSTM) and verbal working memory (vWM) abilities and their relation to lexical and syntactic abilities in monolingual (mono-) and bilingual (bi-) children with Developmental Language Disorder (DLD) and typical development (TD). The authors employed the following tasks: vSTM (non-word repetition and forward digit span), vWM (backward digit span), receptive vocabulary, syntactic production (sentence repetition) and syntactic comprehension (relative clauses, reflexives and passives). While the mono- and bi-DLD groups underperformed the mono- and bi-TD groups respectively in all tasks, the two clinical groups differed only in receptive vocabulary. vSTM was a significant predictor of syntactic performance for both monolinguals and bilinguals, while vWM was a significant predictor of syntactic performance only for bilinguals. These findings suggest that impairments in vSTM, wVM and syntax are core clinical features in DLD, and that vWM makes a greater contribution to syntax in bilinguals than in monolinguals.

Exploring Expressive Vocabulary Variability in Two-Year-Olds: The Role of Working Memory

2015 ◽  
Vol 58 (6) ◽  
pp. 1761-1772 ◽  
Author(s):  
Jayne Newbury ◽  
Thomas Klee ◽  
Stephanie F. Stokes ◽  
Catherine Moran
Keyword(s):  
Working Memory ◽  
Processing Speed ◽  
Short Term Memory ◽  
Spoken Word Recognition ◽  
Verbal Working Memory ◽  
Expressive Vocabulary ◽  
Short Term ◽  
Term Memory ◽  
Unique Variance ◽  
Unique Predictor

Purpose This study explored whether measures of working memory ability contribute to the wide variation in 2-year-olds' expressive vocabulary skills. Method Seventy-nine children (aged 24–30 months) were assessed by using standardized tests of vocabulary and visual cognition, a processing speed measure, and behavioral measures of verbal working memory and phonological short-term memory. Results Strong correlations were observed between phonological short-term memory, verbal working memory, and expressive vocabulary. Speed of spoken word recognition showed a moderate significant correlation with expressive vocabulary. In a multivariate regression model for expressive vocabulary, the most powerful predictor was a measure of phonological short-term memory (accounting for 66% unique variance), followed by verbal working memory (6%), sex (2%), and age (1%). Processing speed did not add significant unique variance. Conclusions These findings confirm previous research positing a strong role for phonological short-term memory in early expressive vocabulary acquisition. They also extend previous research in two ways. First, a unique association between verbal working memory and expressive vocabulary in 2-year-olds was observed. Second, processing speed was not a unique predictor of variance in expressive vocabulary when included alongside measures of working memory.

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