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Short-term and working memory in specific language impairment.

Lisa M D Archibald1, Susan E Gathercole

  • 1Department of Psychology, University of Durham, Durham, UK. l.m.archibald@durham.ac.uk

International Journal of Language & Communication Disorders
|November 3, 2006
PubMed
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Children with specific language impairment (SLI) often show dual deficits in verbal short-term and working memory. These memory issues may contribute to their language learning challenges.

Area of Science:

  • Cognitive Psychology
  • Developmental Linguistics
  • Neuroscience

Background:

  • Specific language impairment (SLI) is associated with phonological processing deficits.
  • Previous research has not concurrently assessed verbal short-term and working memory in children with SLI.

Purpose of the Study:

  • To investigate the co-occurrence of verbal short-term and working memory deficits in children with SLI.
  • To determine if these memory deficits are independent of general language abilities.

Main Methods:

  • Twenty children aged 7-11 years diagnosed with SLI participated.
  • A comprehensive battery of verbal short-term and working memory tasks was administered.
  • Phonological awareness was assessed using two specific tasks.

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Main Results:

  • Most children with SLI exhibited deficits in both verbal short-term and working memory.
  • These memory deficits remained significant even after controlling for general language abilities.
  • A notable minority also showed visuospatial short-term memory impairments, while phonological awareness deficits were less prevalent.

Conclusions:

  • Children with SLI frequently present with dual deficits in verbal short-term and working memory.
  • These memory impairments are likely beyond what is expected for their language level.
  • These findings suggest that verbal memory deficits may underlie some language learning difficulties in SLI.