A New Memory Perspective on the Sentence Comprehension Deficits of School-Age Children with Developmental Language Disorder: Implications for Theory, Assessment, and Intervention

Autor/inn/en	Montgomery, James W.; Gillam, Ronald B.; Evans, Julia L.
Titel	A New Memory Perspective on the Sentence Comprehension Deficits of School-Age Children with Developmental Language Disorder: Implications for Theory, Assessment, and Intervention
Quelle	In: Language, Speech, and Hearing Services in Schools, 52 (2021) 2, S.449-466 (18 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0161-1461
Schlagwörter	Language Impairments; Developmental Disabilities; Sentences; Comprehension; Intelligence; Attention Control; Short Term Memory; Long Term Memory; Syntax; Knowledge Level; Cognitive Processes; Logical Thinking; Thinking Skills; Children; Preadolescents; Oral Language + Suchen Sie Ihr Suchwort? Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Entwicklungsstörung; Sentence analysis; Satzanalyse; Verstehen; Verständnis; Intelligenz; Klugheit; Aufmerksamkeitstest; Kurzzeitgedächtnis; Langzeitgedächtnis; Wissensbasis; Cognitive process; Kognitiver Prozess; Denkfähigkeit; Child; Kind; Kinder; Pre-adolescence; Präadoleszenz; Oral interpretation; Mündlicher Sprachgebrauch
Abstract	Purpose: The nature of the relationship between memory and sentence comprehension in school-age children with developmental language disorder (DLD) has been unclear. We present a novel perspective that highlights the relational influences of fluid intelligence, controlled attention, working memory (WM), and long-term memory (LTM) on sentence comprehension in children with and without DLD. This perspective has new and important implications for theory, assessment, and intervention. Method: We review a large-scale study of children with and without DLD that focused on the connections between cognition, memory, and sentence comprehension. We also summarize a new model of these relationships. Results: Our new model suggests that WM serves as a conduit through which syntactic knowledge in LTM, controlled attention, and general pattern recognition indirectly influence sentence comprehension in both children with DLD and typically developing children. For typically developing children, language-based LTM and fluid intelligence indirectly influence sentence comprehension. However, for children with DLD, controlled attention plays a larger indirect role. Conclusions: WM plays a key role in children's ability to apply their syntactic knowledge when comprehending canonical and noncanonical sentences. Our new model has important implications for the assessment of sentence comprehension and for the treatment of larger sentence comprehension deficits. (As Provided).
Anmerkungen	American Speech-Language-Hearing Association. 2200 Research Blvd #250, Rockville, MD 20850. Tel: 301-296-5700; Fax: 301-296-8580; e-mail: lshss@asha.org; Web site: http://lshss.pubs.asha.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01