Relative Contribution of Verbal Working Memory and Attention to Child Language

Autor/inn/en	Chow, Jason C.; Ekholm, Eric; Bae, Christine L.
Titel	Relative Contribution of Verbal Working Memory and Attention to Child Language
Quelle	In: Assessment for Effective Intervention, 47 (2021) 1, S.3-13 (11 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Chow, Jason C.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1534-5084
DOI	10.1177/1534508420946361
Schlagwörter	Verbal Ability; Short Term Memory; Child Language; Cognitive Ability; Elementary School Students; Grade 1; Grade 2; Scores; Cognitive Tests; Predictor Variables; Attention; Language Acquisition; Listening Comprehension Tests; Receptive Language; Woodcock Johnson Tests of Cognitive Ability; Test for Auditory Comprehension of Language + Suchen Sie Ihr Suchwort? Mündliche Leistung; Kurzzeitgedächtnis; 'Children''s language'; Kindersprache; Denkfähigkeit; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; Kognitiver Fähigkeitstest; Prädiktor; Aufmerksamkeit; Sprachaneignung; Spracherwerb; Hörverstehensübung; Rezeptive Kommunikationsfähigkeit
Abstract	It is common in intervention research to use measures of working memory either as an explanatory or a control variable. This study examines the contribution of cognitive abilities, including verbal working memory (WM) and attention, to language performance in first- and second-grade children. We assessed children (N = 414) on two forms of verbal WM, one attention, and two standardized assessments of language. Scores from all three measures of cognitive abilities significantly predicted latent language (64% variance). Both verbal WM measures were stronger predictors of a latent language variable compared to attention. Exploratory analyses revealed differences in the role of cognitive variables to language subdomains. The findings deepen our understanding of the relative associations between verbal WM, attention, and language. We conclude that it is important to consider the language demands of tasks when making decisions about assessment of verbal WM, specifically in the context of intervention research in domains that require language. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01