Structural Relationship between Cognitive Processing and Syntactic Sentence Comprehension in Children with and without Developmental Language Disorder

Autor/inn/en	Montgomery, James W.; Evans, Julia L.; Fargo, Jamison D.; Schwartz, Sarah; Gillam, Ronald B.
Titel	Structural Relationship between Cognitive Processing and Syntactic Sentence Comprehension in Children with and without Developmental Language Disorder
Quelle	In: Journal of Speech, Language, and Hearing Research, 61 (2018) 12, S.2950-2976 (27 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1092-4388
DOI	10.1044/2018_JSLHR-L-17-0421
Schlagwörter	Correlation; Cognitive Processes; Syntax; Sentences; Comprehension; Language Impairments; Developmental Disabilities; Short Term Memory; Long Term Memory; Children; Attention Control; Pattern Recognition; Linguistics + Suchen Sie Ihr Suchwort? Korrelation; Cognitive process; Kognitiver Prozess; Sentence analysis; Satzanalyse; Verstehen; Verständnis; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Entwicklungsstörung; Kurzzeitgedächtnis; Langzeitgedächtnis; Child; Kind; Kinder; Aufmerksamkeitstest; Mustererkennung; Linguistik
Abstract	Purpose: We assessed the potential direct and indirect (mediated) influences of 4 cognitive mechanisms we believe are theoretically relevant to canonical and noncanonical sentence comprehension of school-age children with and without developmental language disorder (DLD). Method: One hundred seventeen children with DLD and 117 propensity-matched typically developing (TD) children participated. Comprehension was indexed by children identifying the agent in implausible sentences. Children completed cognitive tasks indexing the latent predictors of fluid reasoning (FLD-R), controlled attention (CATT), complex working memory (cWM), and long-term memory language knowledge (LTM-LK). Results: Structural equation modeling revealed that the best model fit was an indirect model in which cWM mediated the relationship among FLD-R, CATT, LTM-LK, and sentence comprehension. For TD children, comprehension of both sentence types was indirectly influenced by FLD-R (pattern recognition) and LTM-LK (linguistic chunking). For children with DLD, canonical sentence comprehension was indirectly influenced by LTM-LK and CATT, and noncanonical comprehension was indirectly influenced just by CATT. Conclusions: cWM mediates sentence comprehension in children with DLD and TD children. For TD children, comprehension occurs automatically through pattern recognition and linguistic chunking. For children with DLD, comprehension is cognitively effortful. Whereas canonical comprehension occurs through chunking, noncanonical comprehension develops on a word-by-word basis. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01