Related Experiment Video
Updated: Jul 17, 2026
11:25
Making Sense of Listening: The IMAP Test Battery
Published on: October 11, 2010
Working memory capacity and language processes in children with specific language impairment
Klara Marton1, Richard G Schwartz
1Department of Speech Communication Arts and Sciences, Brooklyn College, City University of New York, 11210, USA. kmarton@brooklyn.cuny.edu
Journal of Speech, Language, and Hearing Research : JSLHR
|October 25, 2003
Summary
Children with specific language impairment (SLI) show working memory limitations, particularly in processing capacity. Syntactic complexity significantly impacted nonword repetition more than sentence length.
Area of Science:
- Cognitive Psychology
- Developmental Psychology
- Linguistics
Background:
- Working memory is crucial for language comprehension.
- Specific language impairment (SLI) is associated with cognitive deficits.
- The central executive and phonological loop are key components of working memory.
Purpose of the Study:
- To investigate working memory's role in language comprehension for children with SLI.
- To examine the central executive and phonological loop functions in complex tasks.
- To compare children with SLI to typically developing peers.
Main Methods:
- Employed nonword repetition and sentence comprehension tasks.
- Varied sentence length and syntactic complexity.
- Recruited 13 children with SLI and 13 age-matched controls (7-10 years old).
Main Results:
- Children with SLI demonstrated greater processing and attentional limitations.
- Increased word length and syntactic complexity impaired nonword repetition in both groups.
- Syntactic complexity affected accuracy more than sentence length.
Conclusions:
- SLI involves simultaneous processing limitations rather than phonological encoding deficits.
- Working memory capacity is a key factor in language comprehension difficulties for children with SLI.
- Syntactic complexity poses a significant challenge for children with SLI.
Related Concept Videos
01:10Higher Mental Functions of the Brain: Language
Language is a system of communication that allows the expression of thoughts, ideas, and feelings. The brain processes language in both hemispheres.
Language formation and comprehension take place in the dominant hemisphere. The dominant hemisphere is responsible for understanding the meaning of spoken, written, or sign language, as well as the ability to communicate. For most people, the left hemisphere is the dominant one. The right hemisphere, then, gives tone and emotional context to the...
Language formation and comprehension take place in the dominant hemisphere. The dominant hemisphere is responsible for understanding the meaning of spoken, written, or sign language, as well as the ability to communicate. For most people, the left hemisphere is the dominant one. The right hemisphere, then, gives tone and emotional context to the...
01:22Language Development
Children master language quickly and with relative ease, supported by both biological predisposition and reinforcement. B. F. Skinner (1957) proposed that language is learned through reinforcement, while Noam Chomsky (1965) argued that language acquisition mechanisms are biologically determined.
The critical period for language acquisition suggests that the ability to acquire language is at its peak early in life. As people age, this proficiency decreases. Language development begins very...
The critical period for language acquisition suggests that the ability to acquire language is at its peak early in life. As people age, this proficiency decreases. Language development begins very...
01:27Language and Cognition
Language serves as a bridge between ideas and communication, influencing how individuals perceive and interact with the world. Psychologists have long debated whether language shapes thought or vice versa. This discussion gained grip with Edward Sapir and Benjamin Lee Whorf in the 1940s, who proposed that language determines thought, a concept known as linguistic determinism. They suggested that the vocabulary and structure of a language influence how its speakers think and perceive reality.
01:24Working Memory
Working memory refers to a combination of components, including short-term memory and attention, that allow an individual to hold information temporarily as we perform cognitive tasks. It is an essential cognitive function that enables the execution of complex tasks such as problem-solving, comprehension, and reasoning. Unlike short-term memory, which simply involves the storage of information for a brief period, working memory involves the active manipulation and processing of this information.
01:30Information Processing Approach
The information-processing theory of cognitive development centers on fundamental mental processes, including attention, memory, and problem-solving skills. Researchers in this field examine how cognitive abilities, such as working memory, evolve and influence children's overall development. Studies indicate that children with stronger working memory tend to excel in reading comprehension, math, and problem-solving compared to peers with less efficient memory skills. Low working memory is also...
01:25Learning Disabilities
Learning disabilities are cognitive disorders caused by neurological impairments that affect cognitive functions like language and reading, without indicating overall intellectual or developmental challenges. These disabilities differ from global intellectual or developmental disabilities as they are limited to distinct cognitive functions. Common learning disabilities include dysgraphia, dyslexia, and dyscalculia, each of which impacts unique aspects of learning.
Dyslexia
Dyslexia is a...
Dyslexia
Dyslexia is a...