The Relationship Between Narrative Comprehension and Working Memory in Preschool Children With and Without Language Delay

2020 ◽  
Vol 29 (4) ◽  
pp. 57-70
Author(s):  
Dongsun Yim ◽  
Sora Hong ◽  
Minseob Song ◽  
Miseon Chae ◽  
Hyosil Kim ◽  
...  
Keyword(s):  
Working Memory ◽  
Preschool Children ◽  
Narrative Comprehension ◽  
Language Delay ◽  
The Relationship

scholarly journals The Relationship of Executive Functions and Speech Production in Senior Preschool Children: Working Memory and Storytelling

2019 ◽  
Vol 8 (3) ◽  
pp. 56-84 ◽  
Author(s):  
A.N. Veraksa ◽  
E. Ochepkova ◽  
D.A. Bukhalenkova ◽  
N. Kartushina
Keyword(s):  
Working Memory ◽  
Preschool Children ◽  
Verbal Working Memory ◽  
Speech Development ◽  
Memory Development ◽  
Semantic Completeness ◽  
And Cluster Analysis ◽  
Relationship Of ◽  
The Relationship ◽  
Global Indicators

The article presents the data of the study of working memory and features of oral monologue speech in preschool children. 269 children (133 boys and 136 girls) aged 5-6 years (M=5.6 years; Sd=0.48) attending the senior group of kindergarten in Moscow were examined. Features of oral monologue speech development were studied using methods developed in the Russian neuropsychology: tasks for retelling the text and compiling the story of a series of pictures. General neuropsychological parameters, separate lexical and grammatical (morphology and syntax) indicators, macrostructure of the narrative were analyzed in the evaluation of children's responses. As a result of the correlation and cluster analysis, similar links were obtained: the level of working memory development in preschoolers is correlated with such indicators of the child's speech development as semantic completeness of the text, its adequacy, programming of speech message, the number of words and sentences in the text, the development of macrostructure and the type of narrative. Based on the results, it is concluded that the most general and global indicators of the macrostructure of the text are significantly associated with the development of working memory. At the same time, the development of verbal working memory is more associated with the development of speech in preschool children compared to visual working memory. The authors come to the conclusion that with a well-developed auditory working memory, the child's speech will be more correct lexically and grammatically.

scholarly journals Are the Effects of Variation in Quantity of Daily Bilingual Exposure and Socioeconomic Status on Language and Cognitive Abilities Independent in Preschool Children?

2020 ◽  
Vol 17 (12) ◽  
pp. 4570
Author(s):  
Raffaele Dicataldo ◽  
Maja Roch
Keyword(s):  
Socioeconomic Status ◽  
Working Memory ◽  
Preschool Children ◽  
Theory Of Mind ◽  
Cognitive Abilities ◽  
Cognitive Skills ◽  
Cognitive Theory ◽  
Narrative Comprehension ◽  
Specific Contribution ◽  
Mind Task

Bilingual exposure (BE) and socioeconomic status (SES) are associated with children’s development, but their specific and unique effects are still unclear. This study analyzed the influence of these environmental factors on a set of cognitive and linguistic abilities in preschoolers to disentangle their effects. One hundred-eleven Italian-speaking preschool children (mean age = 61 months; SD = 6.8) growing in a monolingual or multilingual context completed an assessment of cognitive (theory of mind, inhibition, attention shifting and working memory) and linguistic abilities (vocabulary, grammar, narrative comprehension, lexical access). The results of hierarchical regressions with predictors variation in BE (both Length and Daily exposure) and SES on each ability, shown a specific contribution of variation in SES, after controlling for BE, in vocabulary, grammar, and working memory (WM), and a specific contribution of variation in BE, over and above effect of SES, in vocabulary, narrative comprehension and WM. In addition, we found an interaction between these factors in predicting the performance of the theory of mind task (ToM). To conclude, variations in BE and SES are related independently to individual differences in linguistic and cognitive skills of children in preschool.

scholarly journals Parent-Teacher Concordance in Rating Preschooler Difficulties in Behavioural and Cognitive Functioning and Their Dyadic Predicting of Fluid Intelligence

2016 ◽  
Vol 47 (1) ◽  
pp. 81-91 ◽  
Author(s):  
Anna Orylska ◽  
Aneta Brzezicka ◽  
Ewa Racicka-Pawlukiewicz ◽  
Rafał Albinski ◽  
Grzegorz Sedek
Keyword(s):  
Working Memory ◽  
Preschool Children ◽  
Cognitive Functioning ◽  
Fluid Intelligence ◽  
Clinical Diagnoses ◽  
Screening Study ◽  
Behaviour Rating ◽  
Using Data ◽  
Teachers And Parents ◽  
The Relationship

Abstract Objective: Present research examined children’s behavioural and cognitive functioning by using data from a screening study based on reports given by parents and teachers, and investigated the strongest predictors of children’s fluid intelligence. Method: Scales: Conners Early Childhood Behaviour Scale (CEC BEH [S]) and Behaviour Rating Inventory of Executive Function-Preschool (BRIEF-P) were filled out by parents and teachers of preschool children. Raven’s Coloured Progressive Matrices (CPM) was used to measure fluid intelligence among preschool children. Results: Parent-teacher concordance was low to moderate. Working memory in BRIEF-P estimated by teachers and parents mediated the relationship between inattention/hyperactivity in CEC BEH [S] and fluid intelligence among preschoolers. The difficulties with working memory assessed by teachers and parents were significant predictors of Raven scores; however, predictions based on teachers’ assessments were stronger. Conclusion: Clinicians should collect reports from various observers in order to implement prevention programs and optimize clinical diagnoses for children. Information from both parents and teachers give significant and complementary contribution to understanding difficulties with cognitive and behavioural functioning of preschoolers.

The visual arrays task…visual storage capacity or attention control?

2019 ◽  
Author(s):  
Jessie Martin ◽  
Jason S. Tsukahara ◽  
Christopher Draheim ◽  
Zach Shipstead ◽  
Cody Mashburn ◽  
...  
Keyword(s):  
Working Memory ◽  
Storage Capacity ◽  
Working Memory Capacity ◽  
Memory Capacity ◽  
Attention Control ◽  
Data Sets ◽  
Independent Data ◽  
Visual Storage ◽  
Design Selection ◽  
The Relationship

**The uploaded manuscript is still in preparation** In this study, we tested the relationship between visual arrays tasks and working memory capacity and attention control. Specifically, we tested whether task design (selection or non-selection demands) impacted the relationship between visual arrays measures and constructs of working memory capacity and attention control. Using analyses from 4 independent data sets we showed that the degree to which visual arrays measures rely on selection influences the degree to which they reflect domain-general attention control.

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