scholarly journals H εκτίμηση της φωνολογικής βραχύχρονης μνήμης σε Ελληνόφωνα παιδιά 2 και 3 ετών: στοιχεία για τη σχέση της με την ανάπτυξη της γλώσσας

2015 ◽  
Vol 3 (2) ◽  
pp. 117
Author(s):  
Alexandra Karousou
Keyword(s):  
Working Memory ◽  
Typically Developing ◽  
Phonological Working Memory ◽  
Word Repetition ◽  
Two Measures ◽  
The Mean ◽  
Linguistic Level ◽  
Mean Length Of Utterance ◽  
The Relationship ◽  
Repetition Task

Phonological working memory, as measured by the ‘non-word repetition’ task, has been associated with various dimensions of child language development. Although most studies have focused on ages older than 4 years, several successful attempts to measure phonological working memory in younger children are present in the bibliography. The aim of this study was to develop a non-word repetition task and methodology that would enable the assessment of phonological working memory in very young Greek-speaking children, as well as to explore the relationship between performance on this task and the linguistic level of the same children. Forty-two typically developing toddlers aged 2 and 3 years participated in a word & non-word repetition task which was especially developed for the purposes of this study. At the same time, a speech sample of the same children was collected, whereby the ‘number-of-different-words’ (word types) and the ‘mean length of utterance in morphemes' (MLU-m) have been estimated. Results reveal the sensitivity of the task in children's age, the stimulus type (words vs. non-words) and in syllabic length. Moreover, performance in this task appears significantly correlated with the two measures of children´s expressive language. These results are discussed in relation to previous findings and the possibilities this task could offer for the assessment of Greek-speaking young children’s language skills.

Vocabulary as a Central Link between Phonological Working Memory and Narrative Competence: Evidence from Monolingual and Bilingual Four-Year-Olds from Different Socioeconomic Backgrounds

2018 ◽  
Vol 62 (3) ◽  
pp. 546-569 ◽  
Author(s):  
Katharina Korecky-Kröll ◽  
Neriman Dobek ◽  
Verena Blaschitz ◽  
Sabine Sommer-Lolei ◽  
Monika Boniecki ◽  
...  
Keyword(s):  
Working Memory ◽  
Test Performance ◽  
Receptive Vocabulary ◽  
Kindergarten Children ◽  
Narrative Competence ◽  
Phonological Working Memory ◽  
Language Background ◽  
Word Repetition ◽  
L1 And L2 ◽  
Repetition Task

Phonological working memory capacity, vocabulary size, and narrative competence are important skills in children’s L1 and L2 acquisition, which may vary as a function of their language background and socioeconomic status (SES). We investigated test data of 56 typically developing 4-year-old kindergarten children from two SES and two language backgrounds: 29 children (15 higher SES, 14 lower SES) were monolingual German-speaking, and 27 children (14 higher SES, 13 lower SES) were successive Turkish–German bilinguals. The tests comprised a non-word repetition task testing phonological working memory, receptive vocabulary tests (in L1 and L2), and a narrative task. We investigated the effects of SES and language background on children’s test performance. Results indicate that SES was a highly significant factor for phonological working memory and vocabulary in the monolingual children, but not in the bilingual children. Although the items of the non-word repetition task followed German phonotactic structure, lower SES (LSES) L2 children did not differ significantly from their monolingual LSES peers, demonstrating that there was no bilingual working memory disadvantage in the LSES group. A significant effect of language background was found for German vocabulary and for all categories of narrative competence, but only two slight SES effects on narrative competence. Significant correlations were found between phonological working memory and vocabulary as well as between vocabulary and narrative competence, but not between phonological working memory and narrative competence. Results suggest that phonological working memory and narrative competence are different domains of language awareness, and that vocabulary may act as the central variable mediating between them.

Sentence Comprehension in Children With Specific Language Impairment: The Role of Phonological Working Memory

1995 ◽  
Vol 38 (1) ◽  
pp. 187-199 ◽  
Author(s):  
James W. Montgomery
Keyword(s):  
Working Memory ◽  
Language Impairment ◽  
Specific Language Impairment ◽  
Sentence Comprehension ◽  
Nonsense Word ◽  
Phonological Working Memory ◽  
Specific Language ◽  
Comprehension Task ◽  
Word Repetition ◽  
Repetition Task

This study examined the influence of phonological working memory on sentence comprehension in children with specific language impairment (SLI). Fourteen children with SLI and 13 with normal language (NL) participated in two tasks. In the first, a nonsense word repetition task (index of phonological working memory), subjects repeated nonsense words varying in length from one syllable to four. In a sentence comprehension task, subjects listened to sentences under two conditions varying in linguistic redundancy (redundant, nonredundant). On the nonsense word repetition task, between- and within-group analyses revealed that subjects with SLI repeated significantly fewer 3-syllable and 4-syllable nonsense words. On the sentence comprehension task, between- and within-group analyses determined that subjects with SLI comprehended significantly fewer redundant (longer) sentences than nonredundant (shorter) sentences. A positive correlation was found between subjects' performance on the nonsense word repetition and sentence comprehension tasks. Results were interpreted to suggest that children with SLI have diminished phonological working memory capacity and that this capacity deficit compromises their sentence comprehension efforts.

scholarly journals Comprehension of Welcher -Questions in German-Speaking Children With and Without Developmental Language Disorder

2021 ◽  
pp. 1-13
Author(s):  
Anne Dorothée Roesch ◽  
Vasiliki Chondrogianni
Keyword(s):  
Working Memory ◽  
Language Disorder ◽  
Working Memory Capacity ◽  
Question Type ◽  
Typically Developing ◽  
Developmental Language Disorder ◽  
Typically Developing Children ◽  
Phonological Working Memory ◽  
Case Marking ◽  
German Speaking

Purpose This study examined whether monolingual German-speaking preschool children with developmental language disorder (DLD) were facilitated by the presence of case-marking cues in their interpretation of German subject and object welcher (“which”)-questions, as reported for their typically developing peers. We also examined whether knowledge of case-marking and/or phonological working memory modulated children's ability to revise early assigned interpretations of ambiguous questions. Method Sixty-three monolingual German-speaking children with and without DLD aged between 4;0 and 5;11 (years;months) participated in an offline picture selection task targeting the comprehension of welcher -questions in German. We manipulated question type (subject, object), case-marking transparency, and case-marking position within the question (sentence-initial/-final). Results The typically developing children outperformed the children with DLD across conditions, and all children performed better on subject than on object wh -questions. Transparent and early cues elicited higher accuracy than late-arriving cues. For the DLD children, their working memory capacity explained their inability to revise early assigned interpretations to ambiguous questions, whereas their knowledge of case did not. Conclusions The results suggest that disambiguating morphosyntactic cues can only partly facilitate comprehension of German welcher -questions in children with DLD, whose poor phonological working memory rather than their knowledge of case-marking mediates performance on these structures.

Atypical Visual Scan Path Affects Remembering in ADHD

2019 ◽  
Vol 26 (6) ◽  
pp. 557-566 ◽  
Author(s):  
Nasrin Mohammadhasani ◽  
Tindara Caprì ◽  
Andrea Nucita ◽  
Giancarlo Iannizzotto ◽  
Rosa Angela Fabio
Keyword(s):  
Eye Movements ◽  
Attention Deficit ◽  
Typically Developing ◽  
Word Memory Test ◽  
Hyperactivity Disorder ◽  
Word Memory ◽  
Scan Path ◽  
Two Measures ◽  
Eye Movements During Reading ◽  
The Relationship

AbstractObjective:Several studies agree on the link between attention and eye movements during reading. It has been well established that attention and working memory (WM) interact. A question that could be addressed to better understand these relationships is: to what extent can an attention deficit affect eye movements and, consequently, remembering a word? The main aims of the present study were (1) to compare visual patterns of word stimuli between children with Attention Deficit Hyperactivity Disorder (ADHD) and typically developing (TD) children, during a visual task on word stimuli; (2) to examine the WM accuracy of the word stimuli; and (3) to compare the dynamic of visual scan path in both groups.Method:A total of 49 children with ADHD, age and sex matched with 32 TD children, were recruited. We used eye-tracking technology in which the Word Memory Test was implemented. To highlight the scan path of participants, two measures were used: the ordered direction of reading and the entropy index.Results:ADHD groups showed a poorer WM than TD group. They did not follow a typical scan path across the words compared with TD children, but their visual scanning was discontinuous, uncoordinated, and chaotic. ADHD groups showed an index of entropy among the four categories of saccades higher than TD group.Conclusions:The findings were discussed in light of two directions: the relationship between atypical visual scan path and WM and the training implications related to the necessity of redirecting the dynamic of visual scan path in ADHD to improve WM.

Entropy as a measure of mixedupness of realizations in child speech

2016 ◽  
Vol 52 (4) ◽  
Author(s):  
Elena Babatsouli ◽  
David Ingram ◽  
Dimitrios A. Sotiropoulos
Keyword(s):  
Linear Dependence ◽  
Speech Sound ◽  
The Other ◽  
Typically Developing ◽  
Speech Sound Disorders ◽  
The Mean ◽  
Child Speech ◽  
Mean Length Of Utterance ◽  
Children's Speech

AbstractTypical morpho-phonological measures of children’s speech realizations used in the literature depend linearly on their components. Examples are the proportion of consonants correct, the mean length of utterance and the phonological mean length of utterance. Because of their linear dependence on their components, these measures change in proportion to their component changes between speech realizations. However, there are instances in which variable speech realizations need to be differentiated better. Therefore, a measure which is more sensitive to its components than linear measures is needed. Here, entropy is proposed as such a measure. The sensitivity of entropy is compared analytically to that of linear measures, deriving ranges in component values inside which entropy is guaranteed to be more sensitive than the linear measures. The analysis is complemented by computing the entropy in two children’s English speech for different categories of word complexity and comparing its sensitivity to that of linear measures. One of the children is a bilingual typically developing child at age 3;0 and the other child is a monolingual child with speech sound disorders at age 5;11. The analysis and applications demonstrate the usefulness of the measure for evaluating speech realizations and its relative advantages over linear measures.

scholarly journals Short-term phonological memory in preschool children

CoDAS ◽  
2013 ◽  
Vol 25 (5) ◽  
pp. 422-428 ◽  
Author(s):  
Amalia Rodrigues ◽  
Debora Maria Befi-Lopes
Keyword(s):  
Short Term Memory ◽  
Short Term ◽  
Term Memory ◽  
Word Repetition ◽  
Measure Methods ◽  
Quantitative Performance ◽  
Age Range ◽  
The Relationship ◽  
Effect Of Age ◽  
Repetition Task

PURPOSE: The purpose of this study was to design a short-term memory test, to describe quantitative performance in typically language developing children and to verify the relationship between the non-words repetition and oral phonological measure. METHODS: The participants included 136 typically language developing children aged from 3 years to 6 years and 11 months old in this study, who were evaluated. The test consisted of 40 non-words of one, two, three, and four syllables. The subjects' repetitions were transcribed and the number of right answers was calculated for each age range. RESULTS: The effect of age was observed in the test, as well as the effect of length, only for disyllabic non-words. The performance in the non-word repetition task showed correlation with the oral phonology measure. CONCLUSION: The test designed in this research was able to verify the short-term memory in typically language developing children and the results showed correlation between this memory and phonological performance.

scholarly journals Neuronal Activation for Semantically Reversible Sentences

2010 ◽  
Vol 22 (6) ◽  
pp. 1283-1298 ◽  
Author(s):  
Fiona M. Richardson ◽  
Michael S. C. Thomas ◽  
Cathy J. Price
Keyword(s):  
Working Memory ◽  
Language Impairment ◽  
Specific Language Impairment ◽  
Semantic Integration ◽  
Typically Developing ◽  
Neuronal Activation ◽  
Typically Developing Children ◽  
Phonological Working Memory ◽  
Language Difficulties ◽  
Healthy Participants

Semantically reversible sentences are prone to misinterpretation and take longer for typically developing children and adults to comprehend; they are also particularly problematic for those with language difficulties such as aphasia or Specific Language Impairment. In our study, we used fMRI to compare the processing of semantically reversible and nonreversible sentences in 41 healthy participants to identify how semantic reversibility influences neuronal activation. By including several linguistic and nonlinguistic conditions within our paradigm, we were also able to test whether the processing of semantically reversible sentences places additional load on sentence-specific processing, such as syntactic processing and syntactic-semantic integration, or on phonological working memory. Our results identified increased activation for reversible sentences in a region on the left temporal–parietal boundary, which was also activated when the same group of participants carried out an articulation task which involved saying “one, three” repeatedly. We conclude that the processing of semantically reversible sentences places additional demands on the subarticulation component of phonological working memory.

Emotion Regulation and Children With Attention-Deficit/Hyperactivity Disorder: The Effect of Varying Phonological Working Memory Demands

2019 ◽  
pp. 108705471986463 ◽  
Author(s):  
Stephanie J. Tarle ◽  
R. Matt Alderson ◽  
Elaine F. Arrington ◽  
Delanie K. Roberts
Keyword(s):  
Working Memory ◽  
Emotion Regulation ◽  
Functional Relationship ◽  
Memory Deficits ◽  
Emotion Expression ◽  
Typically Developing ◽  
Typically Developing Children ◽  
Children With Adhd ◽  
Hyperactivity Disorder ◽  
The Relationship

Objective: Findings from extant studies of the relationship between ADHD-related emotion regulation and working memory deficits have been equivocal, and their correlational designs preclude inferences about the functional relationship between working memory demands and emotion regulation. This study aimed to experimentally examine the functional relationship between varying working memory demands and ADHD-related emotion regulation deficits. Method: Overt emotion regulation behaviors were coded while children with and without ADHD completed experimental tasks that manipulated low and high working memory demands. Results: Compared with typically developing children, children with ADHD exhibited large-magnitude overall emotion expression deficits, disproportionately greater self-criticism during high working memory conditions, and disproportionately greater positive emotion expression during low working memory demand conditions. Conclusion: These findings suggest that working memory demands are functionally related to emotion regulation deficits exhibited by children with ADHD and may explicate variability of emotion regulation difficulties related to environmental demands.

scholarly journals Executive functions in early childhood: interrelations and structural development of inhibition, set-shifting and working memory

2013 ◽  
Author(s):  
Paolo Stievano ◽  
Giovanni Valeri
Keyword(s):  
Working Memory ◽  
Executive Functions ◽  
Task Analysis ◽  
Structural Development ◽  
Typically Developing ◽  
General Cognitive Ability ◽  
Set Shifting ◽  
Typically Developing Children ◽  
Linguistic Level ◽  
Insight Into

The aim of the present study is to examine the interrelations of executive function (EF) tasks with general cognitive ability and linguistic level in preschool children. The analyses of the correlation between EF sub-domains, particularly inhibition and setshifting, have been studied to comprehend the ontogenesis of EFs. Task analysis has allowed us to identify which EF sub-domains are prevalent in each task, with particular attention to inhibition and set-shifting definitions. The sample was composed of 40 typically developing children from 48 to 69 months old (M = 58 months, SD = 5.02); 28 boys and 12 girls. The results give some insight into the development of executive functions, their utility in clinical assessment and indication.

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