Modeling the Relations among Sustained Attention, Short-Term Memory, and Language in Down Syndrome

Autor/inn/en	Faught, Gayle G.; Conners, Frances A.
Titel	Modeling the Relations among Sustained Attention, Short-Term Memory, and Language in Down Syndrome
Quelle	In: American Journal on Intellectual and Developmental Disabilities, 124 (2019) 4, S.293-308 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1944-7515
Schlagwörter	Models; Correlation; Attention; Short Term Memory; Down Syndrome; Preadolescents; Early Adolescents; Late Adolescents; Vocabulary; Syntax; Language Acquisition + Suchen Sie Ihr Suchwort? Analogiemodell; Korrelation; Aufmerksamkeit; Kurzzeitgedächtnis; 'Downs Syndrome; Down''s Syndrome'; Down-Syndrom; Pre-adolescence; Präadoleszenz; Halbstarker; Wortschatz; Sprachaneignung; Spracherwerb
Abstract	Sustained attention (SA) and short-term memory (STM) contribute to language function in Down syndrome (DS). We proposed models in which relations of SA to language in DS are mediated by STM. Thirty-seven youth with DS aged 10-22 years (M = 15.59) completed SA, STM, and language tasks. Cross-sectional mediation analyses were run with the bootstrapping method. We found significant indirect effects of SA separately on vocabulary and syntax through auditory STM with point estimates of -0.30 and -0.31, respectively. Results suggest lapses in SA compromise auditory STM, which in turn impacts vocabulary and syntax in youth with DS; however, further research is needed to confirm causality. Addressing SA and STM in language therapy with youth with DS could lead to improved outcomes. (As Provided).
Anmerkungen	American Association on Intellectual and Developmental Disabilities. P.O. Box 1897, Lawrence, KS 66044-1897. Tel: 785-843-1235; Fax: 785-843-1274; e-mail: AJMR@allenpress.com; Web site: http://www.aaiddjournals.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01