Complex Syntax and Working Memory in Children with Specific Learning Difficulties

Autor/inn/en	Stanford, Emily; Delage, Hélène
Titel	Complex Syntax and Working Memory in Children with Specific Learning Difficulties
Quelle	In: First Language, 40 (2020) 4, S.411-436 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Stanford, Emily)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0142-7237
DOI	10.1177/0142723719889240
Schlagwörter	Syntax; Short Term Memory; Intervention; Phrase Structure; Learning Disabilities; Correlation; Questioning Techniques; Recall (Psychology); Language Processing; Profiles; Special Schools; Elementary School Students; Foreign Countries; Dyslexia; English; Native Language; Attention Deficit Hyperactivity Disorder; Comparative Analysis; Children; Intelligence Tests; Task Analysis; Accuracy; Comorbidity; Clinical Diagnosis; Switzerland; United States; Wechsler Intelligence Scale for Children + Suchen Sie Ihr Suchwort? Kurzzeitgedächtnis; Phrasenstruktur; Learning handicap; Lernbehinderung; Korrelation; Befragungstechnik; Fragetechnik; Abberufung; Sprachverarbeitung; Charakterisierung; Profilanalyse; Special school; Sonderschule; Ausland; Dyslexics; Legasthenie; Lese-Rechtschreib-Schwäche; English language; Englisch; Child; Kind; Kinder; Intelligence test; Intelligenztest; Aufgabenanalyse; Schweiz; USA
Abstract	Working memory (WM) limitations are frequently reported for children with specific learning disorder (SLD). However, WM capacity influences more than literacy and numeracy, as research highlights the contribution of WM to language development, in particular syntax. In this article, the authors study the effect of syntactic intervention, i.e. syntactic elements intervening between filler and gap, on comprehension in children with SLD and evaluate the relationship of this effect to WM capacity. Specifically, they assess how these children comprehend wh-questions and relative clauses. Additionally, they examine how comprehension relates to WM, measured by backward digit recall. The authors report that a subgroup of children with SLD struggle to comprehend structures containing intervention, and that WM capacity influences performance in SLD. Their conclusion is that computing a syntactic relation in which a moved object and an intervening subject share a featural specification taxes the processing system of children with SLD who have WM limitations. Thus, syntactic difficulties, although not typically associated with SLD, may form part of the SLD profile, especially when WM capacity is reduced. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01