Complex Sentence Comprehension and Working Memory in Children with Specific Language Impairment

Autor/inn/en	Montgomery, James W.; Evans, Julia L.
Titel	Complex Sentence Comprehension and Working Memory in Children with Specific Language Impairment
Quelle	In: Journal of Speech, Language, and Hearing Research, 52 (2009) 2, S.269-288 (20 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1092-4388
DOI	10.1044/1092-4388(2008/07-0116)
Schlagwörter	Sentences; Language Impairments; Short Term Memory; Language Processing; Children; Control Groups; Grammar; Task Analysis; Comprehension + Suchen Sie Ihr Suchwort? Sentence analysis; Satzanalyse; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Kurzzeitgedächtnis; Sprachverarbeitung; Child; Kind; Kinder; Grammatik; Aufgabenanalyse; Verstehen; Verständnis
Abstract	Purpose: This study investigated the association of 2 mechanisms of working memory (phonological short-term memory [PSTM], attentional resource capacity/allocation) with the sentence comprehension of school-age children with specific language impairment (SLI) and 2 groups of control children. Method: Twenty-four children with SLI, 18 age-matched (CA) children, and 16 language- and memory-matched (LMM) children completed a nonword repetition task (PSTM), the competing language processing task (CLPT; resource capacity/allocation), and a sentence comprehension task comprising complex and simple sentences. Results: (1) The SLI group performed worse than the CA group on each memory task; (2) all 3 groups showed comparable simple sentence comprehension, but for complex sentences, the SLI and LMM groups performed worse than the CA group; (3) for the SLI group, (a) CLPT correlated with complex sentence comprehension, and (b) nonword repetition correlated with simple sentence comprehension; (4) for CA children, neither memory variable correlated with either sentence type; and (5) for LMM children, only CLPT correlated with complex sentences. Conclusions: Comprehension of both complex and simple grammar by school-age children with SLI is a mentally demanding activity, requiring significant working memory resources. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10