Digit Span in Individuals With Down Syndrome and in Typically Developing Children

2000 ◽  
Vol 43 (3) ◽  
pp. 609-620 ◽  
Author(s):  
Hye-Kyeung Seung ◽  
Robin Chapman
Keyword(s):  
Down Syndrome ◽  
Language Production ◽  
Short Term Memory ◽  
Digit Span ◽  
Speaking Rate ◽  
Phonological Loop ◽  
Typically Developing ◽  
Short Term ◽  
Mental Age ◽  
Recall Latency

This study explored factors influencing digit span performance in individuals with Down syndrome. The following questions were asked: Is there a deficit in the phonological loop, either in articulatory rehearsal (measured in speaking rate and recall latency) or in the passive store (measured in recall duration)? Is reduced auditory short-term memory associated with a language production deficit? Thirty five adolescents with trisomy 21 Down syndrome were compared to 35 mental-age-matched and 35 language-production-matched controls. There was no group difference in speaking rate. The DS group had shorter digit spans than the MA controls. Language production level accounted for substantial variance in digit span in individuals with Down syndrome.

scholarly journals Sentence repetition in German-speaking individuals with Down syndrome

2020 ◽  
Author(s):  
Bernadette Witecy ◽  
Tatjana Tolkmit ◽  
Martina Penke
Keyword(s):  
Down Syndrome ◽  
Short Term Memory ◽  
Typically Developing ◽  
Short Term ◽  
Term Memory ◽  
Mental Age ◽  
Sentence Repetition ◽  
Cognitive Delay ◽  
German Speaking ◽  
Repetition Task

The present study investigated the morphosyntactic abilities of German-speaking individuals with Down syndrome (DS) employing a sentence repetition task. In addition, a nonword repetition task was used to assess verbal short-term memory. The performance of 16 children/adolescents with DS was compared to that of 10 typically developing (TD) children. Group comparisons as well as the inspection of standard scores that were determined based on nonverbal mental age indicated a significant morphosyntactic impairment in most individuals with DS that could neither be solely attributed to the general cognitive delay nor to the observed deficit in verbal verbal short-term memory. Further qualitative results are presented.

Language Influences on Verbal Short-Term Memory Performance in Down Syndrome

2004 ◽  
Vol 47 (6) ◽  
pp. 1334-1346 ◽  
Author(s):  
Jon Brock ◽  
Christopher Jarrold
Keyword(s):  
Down Syndrome ◽  
Short Term Memory ◽  
Memory Performance ◽  
Memory Task ◽  
Vocabulary Knowledge ◽  
Typically Developing ◽  
Typically Developing Children ◽  
Short Term ◽  
Language Abilities ◽  
Term Memory

Down syndrome is associated with severe deficits in language and verbal short-term memory, but the causal relationship between these deficits is unclear. The current study therefore investigated the influence of language abilities on verbal short-term memory performance in Down syndrome. Twenty-one individuals with Down syndrome and 29 younger typically developing children were tested on memory for words and nonwords using 2 immediate recognition tasks: an order memory task that was a relatively pure measure of verbal short-term memory and an item memory task that was more sensitive to language ability. Despite having superior vocabulary knowledge to the typically developing children, individuals with Down syndrome were impaired on both order and item tasks. This impairment was particularly marked on the item task, where individuals with Down syndrome showed an atypically large lexicality effect. These results are interpreted in terms of an underlying verbal short-term memory deficit in Down syndrome that is compounded by poor phonological discrimination abilities.

Sentence Comprehension in Adolescents With Down Syndrome and Typically Developing Children

2005 ◽  
Vol 48 (1) ◽  
pp. 172-188 ◽  
Author(s):  
Giuliana Miolo ◽  
Robin S. Chapman ◽  
Heidi A. Sindberg
Keyword(s):  
Down Syndrome ◽  
Sentence Comprehension ◽  
Short Term Memory ◽  
Group Membership ◽  
Semantic Role ◽  
Typically Developing ◽  
Short Term ◽  
Role Assignment ◽  
Term Memory ◽  
Visual Short Term Memory

The authors evaluated the roles of auditory-verbal short-term memory, visual short-term memory, and group membership in predicting language comprehension, as measured by an experimental sentence comprehension task (SCT) and the Test for Auditory Comprehension of Language—Third Edition (TACL-3; E. Carrow-Woolfolk, 1999) in 38 participants: 19 with Down syndrome (DS), age 12 to 21 years, and 19 typically developing (TD) children, age 3 to 5 years, matched on syntax comprehension, as measured by TACL-3 Subtests II and III. Of the 5 dependent measures of comprehension, auditory-verbal short-term memory accounted for significant amounts of variance in 4; group membership, 1 (semantic role assignment); and visual short-term memory, 0. In the group with DS, hearing status predicted variation in Grammatical Morphemes (TACL-3 Subtest II). Using the SCT, the authors also investigated the effects of varying sentence voice and supporting visual context on sentence comprehension. SCT performance was significantly poorer in terms of (a) referent selection and semantic role assignment, for passive (vs. active) sentences in both groups, and (b) semantic role assignment in all sentences for the group with DS (vs. the TD group). Vocabulary strengths in the group with DS were found with the Peabody Picture Vocabulary Test—Third Edition (L. M. Dunn & L. M. Dunn, 1997) but not the TACL-3 Vocabulary subtest.

Language Skills of Children and Adolescents With Down Syndrome

1991 ◽  
Vol 34 (5) ◽  
pp. 1106-1120 ◽  
Author(s):  
Robin S. Chapman ◽  
Scott E. Schwartz ◽  
Elizabeth Kay-Raining Bird
Keyword(s):  
Down Syndrome ◽  
Children And Adolescents ◽  
Short Term Memory ◽  
Stepwise Multiple Regression ◽  
Control Group ◽  
Short Term ◽  
Mental Age ◽  
Comprehension Skills ◽  
Vocabulary Comprehension ◽  
Comprehension Tests

This study investigates the development of vocabulary and syntax comprehension skills cross-sectionally in 48 children and adolescents with Down syndrome (Trisomy 21), aged 5–20 years, in comparison to 48 control children aged 2–6 years matched statistically for nonverbal mental age and mother’s years of education. Age-equivalent scores on vocabulary (PPVT-R) and syntax (TACL-R) comprehension tests differed in the Down syndrome group but not the control group; vocabulary comprehension was relatively more advanced than syntax Ageequivalent scores on nonverbal cognitive subtests of pattern analysis and short-term memory for bead arrangements (Stanford-Binet, 4th ed.) also differed for the Down syndrome group but not the control group, indicating an unusual pattern of nonverbal cognitive function in the Down syndrome group. Stepwise multiple regression analyses showed that chronological age and ean mental age, collectively, accounted for 78% of the variability in vocabulary comprehension and 80% of the variability in syntax comprehension in the Down syndrome group, with total passes on a hearing screening accounting for an additional 4% in each case Implications for research are discussed

scholarly journals Short-term retention of proprioceptive information

2020 ◽  
Vol 73 (12) ◽  
pp. 2148-2157
Author(s):  
Áron Horváth ◽  
Anett Ragó ◽  
Eszter Ferentzi ◽  
János Körmendi ◽  
Ferenc Köteles
Keyword(s):  
Verbal Memory ◽  
Short Term Memory ◽  
Memory Span ◽  
Digit Span ◽  
Memory Capacity ◽  
Phonological Loop ◽  
Proprioceptive Information ◽  
Short Term ◽  
Retention Capacity ◽  
Visuospatial Sketchpad

The Joint Position Reproduction test (JPR), one of the most widely used measurements to estimate proprioceptive accuracy, requires the short term storage of proprioceptive information. It has been suggested that visuospatial sketchpad plays a fundamental role in the memorization of proprioceptive information. The current study aimed to investigate this assumption. To do so, we developed and used a novel JPR protocol to measure the retention capacity with respect to sequences of different positions. Our goal was to develop the original task further to make it comparable with other widely used short-term memory measurements, in which the memory capacity was determined by the number of the items participants retain (memory span). We compared participants’ (N=39) performance in this task to that of results of Corsi block-tapping task (capacity of the visuospatial sketchpad) and Digit span task (capacity of the phonological loop). Proprioceptive memory capacity did not correlate either with spatial or verbal memory capacity. The exploratory analysis revealed that proprioceptive span correlated positively with the performance if 5 joint positions had to be retained. Further associations with verbal span for 6 or 7 positions, and spatial span for 5 positions were found. Our findings do not support the idea that visuospatial sketchpad plays a fundamental role in the storage of proprioceptive information. The independence of span measures indicates that proprioceptive information might be stored in a subsystem independent of the visuospatial sketchpad or phonological loop.

Working, Declarative, and Procedural Memory in Children With Developmental Language Disorder

2020 ◽  
Vol 63 (12) ◽  
pp. 4162-4178
Author(s):  
Emily Jackson ◽  
Suze Leitão ◽  
Mary Claessen ◽  
Mark Boyes
Keyword(s):  
Working Memory ◽  
Short Term Memory ◽  
Language Disorder ◽  
Declarative Memory ◽  
Memory Systems ◽  
Procedural Memory ◽  
Typically Developing ◽  
Short Term ◽  
Term Memory ◽  
Visual Spatial

Purpose Previous research into the working, declarative, and procedural memory systems in children with developmental language disorder (DLD) has yielded inconsistent results. The purpose of this research was to profile these memory systems in children with DLD and their typically developing peers. Method One hundred four 5- to 8-year-old children participated in the study. Fifty had DLD, and 54 were typically developing. Aspects of the working memory system (verbal short-term memory, verbal working memory, and visual–spatial short-term memory) were assessed using a nonword repetition test and subtests from the Working Memory Test Battery for Children. Verbal and visual–spatial declarative memory were measured using the Children's Memory Scale, and an audiovisual serial reaction time task was used to evaluate procedural memory. Results The children with DLD demonstrated significant impairments in verbal short-term and working memory, visual–spatial short-term memory, verbal declarative memory, and procedural memory. However, verbal declarative memory and procedural memory were no longer impaired after controlling for working memory and nonverbal IQ. Declarative memory for visual–spatial information was unimpaired. Conclusions These findings indicate that children with DLD have deficits in the working memory system. While verbal declarative memory and procedural memory also appear to be impaired, these deficits could largely be accounted for by working memory skills. The results have implications for our understanding of the cognitive processes underlying language impairment in the DLD population; however, further investigation of the relationships between the memory systems is required using tasks that measure learning over long-term intervals. Supplemental Material https://doi.org/10.23641/asha.13250180

scholarly journals Inhibitory Dimensions and Delay of Gratification: A Comparative Study on Individuals with Down Syndrome and Typically Developing Children

2021 ◽  
Vol 11 (5) ◽  
pp. 636
Author(s):  
Martina Fontana ◽  
Maria Carmen Usai ◽  
Sandra Pellizzoni ◽  
Maria Chiara Passolunghi
Keyword(s):  
Down Syndrome ◽  
Response Inhibition ◽  
Interference Suppression ◽  
Delay Of Gratification ◽  
Evidence Based ◽  
Typically Developing ◽  
Older Individuals ◽  
Typically Developing Children ◽  
Mental Age ◽  
Two Samples

While previous research on inhibition in people with Down syndrome (DS) reported contradictory results, with no explicit theoretical model, on the other hand, a more homogeneous impaired profile on the delay of gratification skills emerged. The main goal of the present study was to investigate response inhibition, interference suppression, and delay of gratification in 51 individuals with DS matched for a measure of mental age (MA) with 71 typically developing (TD) children. Moreover, we cross-sectionally explored the strengths and weaknesses of these components in children and adolescents vs. adults with DS with the same MA. A battery of laboratory tasks tapping on inhibitory sub-components and delay of gratification was administrated. Results indicated that individuals with DS showed an overall worse performance compared to TD children on response inhibition and delay of gratification, while no differences emerged between the two samples on the interference suppression. Additionally, our results suggested that older individuals with DS outperformed the younger ones both in response inhibition and in the delay of gratification, whereas the interference suppression still remains impaired in adulthood. This study highlights the importance of evaluating inhibitory sub-components considering both MA and chronological age in order to promote more effective and evidence-based training for this population.

scholarly journals Regular and Irregular Inflection in Different Groups of Bilingual Children and the Role of Verbal Short-Term and Verbal Working Memory

Languages ◽  
2021 ◽  
Vol 6 (1) ◽  
pp. 56
Author(s):  
Elma Blom ◽  
Evelyn Bosma ◽  
Wilbert Heeringa
Keyword(s):  
Working Memory ◽  
Parental Education ◽  
Digit Span ◽  
Verbal Working Memory ◽  
Bilingual Children ◽  
Inflectional Morphology ◽  
Typically Developing ◽  
Older Children ◽  
Short Term ◽  
Linguistic Distance

Bilingual children often experience difficulties with inflectional morphology. The aim of this longitudinal study was to investigate how regularity of inflection in combination with verbal short-term and working memory (VSTM, VWM) influences bilingual children’s performance. Data from 231 typically developing five- to eight-year-old children were analyzed: Dutch monolingual children (N = 45), Frisian-Dutch bilingual children (N = 106), Turkish-Dutch bilingual children (N = 31), Tarifit-Dutch bilingual children (N = 38) and Arabic-Dutch bilingual children (N = 11). Inflection was measured with an expressive morphology task. VSTM and VWM were measured with a Forward and Backward Digit Span task, respectively. The results showed that, overall, children performed more accurately at regular than irregular forms, with the smallest gap between regulars and irregulars for monolinguals. Furthermore, this gap was smaller for older children and children who scored better on a non-verbal intelligence measure. In bilingual children, higher accuracy at using (irregular) inflection was predicted by a smaller cross-linguistic distance, a larger amount of Dutch at home, and a higher level of parental education. Finally, children with better VSTM, but not VWM, were more accurate at using regular and irregular inflection.

scholarly journals Phonological Short-Term Memory Impairment in Children with Down Syndrome

2021 ◽  
Vol 89 (6) ◽  
pp. 897-902
Author(s):  
EMAN F. EL-WAKIL, M.D.; RASHA M. SHOEIB, M.D. ◽  
YOSSRA A.N. SALLAM, M.D.; MAHA H. BOSHNAQ, M.D.
Keyword(s):  
Down Syndrome ◽  
Memory Impairment ◽  
Short Term Memory ◽  
Short Term ◽  
Term Memory ◽  
Children With Down Syndrome
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