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Related Concept Videos

Visual Agnosia01:12

Visual Agnosia

Visual agnosia is a condition characterized by the inability to recognize visually presented objects despite having normal vision. For instance, a person with visual agnosia can describe the shape and color of an object but cannot identify or name it. This impairment does not affect their visual field, acuity, color vision, brightness discrimination, language, or memory. An example of this condition in a social setting is someone at a dinner party asking for "that silver thing with a round end"...
Learning Disabilities01:25

Learning 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...
System of Memory01:23

System of Memory

Memory is categorized into three major systems: sensory memory, short-term memory (STM), and long-term memory (LTM). These systems differ in their capacity and the duration for which they can hold information. Sensory memory captures raw sensory input from the environment, holding it for just a few seconds or less. For example, on hearing a brief, loud sound, like a car horn honking, the sound seems to linger in the mind for a moment even after it stops. This is an instance of sensory memory...
Language Development01:22

Language 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...
Language and Cognition01:27

Language 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.

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Related Experiment Video

Updated: Jul 8, 2026

Portable Intermodal Preferential Looking (IPL): Investigating Language Comprehension in Typically Developing Toddlers and Young Children with Autism
10:11

Portable Intermodal Preferential Looking (IPL): Investigating Language Comprehension in Typically Developing Toddlers and Young Children with Autism

Published on: December 14, 2012

[Visual short-term memory in children with specific language impairment].

Camila Gioconda de Lima e Menezes1, Noemi Takiuchi, Debora Maria Befi-Lopes

  • 1Universidade de São Paulo, São Paulo. cagimenezes@yahoo.com.br

Pro-Fono : Revista De Atualizacao Cientifica
|January 18, 2008
PubMed
Summary

Children with Specific Language Impairment (SLI) show deficits in visual short-term memory tasks. Their performance is lower than typically developing peers, impacting understanding and intervention for SLI.

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Area of Science:

  • Developmental psychology
  • Linguistics
  • Cognitive neuroscience

Context:

  • Specific Language Impairment (SLI) is a developmental disorder affecting language acquisition.
  • Visual short-term memory (VSTM) plays a crucial role in cognitive development and learning.
  • The relationship between SLI and VSTM is not fully understood.

Purpose:

  • To compare the visual short-term memory performance of children with SLI to a control group of typically developing children.
  • To investigate potential VSTM deficits in children diagnosed with SLI.

Summary:

  • Children with SLI (ages 3-5) were compared to typically developing children (ages 2-4) on VSTM tasks, including picture recognition and object localization recall.
  • SLI children demonstrated significantly poorer performance on VSTM tasks compared to their age-matched peers.
  • Their performance was comparable to or below that of the younger, typically developing control group.

Impact:

  • Findings suggest that children with SLI experience deficits in visual short-term memory.
  • These VSTM deficits may contribute to the language difficulties observed in SLI.
  • Understanding these deficits is crucial for developing targeted speech-language interventions for children with SLI.