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Examining Recall Memory in Infancy and Early Childhood Using the Elicited Imitation Paradigm
06:35

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Published on: April 28, 2016

Memory ability of children with complex communication needs.

Maria Larsson1, Annika Dahlgren Sandberg

  • 1Department of Psychology, Göteborg University, Sweden. maria.larsson@psy.gu.se

Augmentative and Alternative Communication (Baltimore, Md. : 1985)
|May 10, 2008
PubMed
Summary
This summary is machine-generated.

Children with complex communication needs (CCN) have weaker phonological and visuo-spatial memory, impacting reading and communication tool use. This study explored memory deficits in 15 children with CCN.

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Area of Science:

  • Cognitive Psychology
  • Speech-Language Pathology
  • Developmental Neuroscience

Background:

  • Phonological memory is crucial for language and literacy development.
  • Children with complex communication needs (CCN) often face challenges in reading and writing acquisition.
  • Absence of articulatory ability in CCN may negatively impact phonological memory.

Purpose of the Study:

  • To investigate phonological and visuo-spatial short-term memory (STM) and working memory (WM) in children with CCN.
  • To compare memory functions in children with CCN to those with natural speech.
  • To explore the relationship between articulatory ability, memory, and literacy in CCN.

Main Methods:

  • Tested phonological STM, visuo-spatial STM, and WM in 15 children with CCN (ages 5-12).
  • Compared results to a control group of children with natural speech, matched for gender, mental, and linguistic age.
  • Utilized standardized memory assessments.

Main Results:

  • Children with CCN demonstrated significantly weaker phonological STM and visuo-spatial STM and WM compared to controls.
  • A potential link was identified between the lack of articulatory ability, impaired phonological memory, and difficulties in reading and writing.
  • Weak visuo-spatial memory may hinder the effective use of augmentative and alternative communication (AAC) systems like Bliss symbols.

Conclusions:

  • Deficits in phonological and visuo-spatial memory are prevalent in children with CCN.
  • Impaired phonological memory, possibly due to reduced subvocal rehearsal, may underlie reading and writing difficulties in CCN.
  • Visuo-spatial memory limitations could affect the usability of certain AAC methods for children with CCN.