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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
PubMed
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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).

Related Experiment Videos

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.