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Related Experiment Video

Updated: Jun 1, 2026

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

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

Published on: April 28, 2016

Memory functioning and mental verbs acquisition in children with specific language impairment.

George C Spanoudis¹, Demetrios Natsopoulos

¹University of Cyprus, Nicosia, Cyprus. spanoud@ucy.ac.cy

Research in Developmental Disabilities

|June 7, 2011

Summary

Children with specific language impairment struggle with mental verbs due to challenges in phonological processing and working memory. Working and long-term memory are key indicators of language development patterns.

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Last Updated: Jun 1, 2026

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

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

Published on: April 28, 2016

Practical Methodology of Cognitive Tasks Within a Navigational Assessment

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Published on: June 1, 2015

The (Spatial) Memory Game: Testing the Relationship Between Spatial Language, Object Knowledge, and Spatial Cognition

The (Spatial) Memory Game: Testing the Relationship Between Spatial Language, Object Knowledge, and Spatial Cognition

Published on: February 19, 2018

Area of Science:

Developmental Psychology
Linguistics
Cognitive Neuroscience

Background:

Memory and language are intricately linked, with memory functioning crucial for understanding language deficits.
Recent research highlights the significant role of memory in language development and impairment.

Purpose of the Study:

To investigate the relationship between memory functioning and language abilities in children.
To identify specific memory deficits associated with specific language impairment (SLI).
To explore developmental patterns in language and memory within different child groups.

Main Methods:

Comparative study of 100 children (ages 8-12), divided into specific language impairment (SLI) and typically developing groups.
Assessment using a battery of tests measuring phonological, working, and long-term memory, alongside mental verb acquisition.
Statistical analyses including logistic regression to identify discriminating factors.

Main Results:

Significant differences were observed between SLI and typically developing children across all language and memory measures.
Working memory and long-term memory emerged as robust markers for classifying developmental patterns.
Children with SLI demonstrated greater difficulty with mental verbs, linked to impaired phonological processing and memory storage.

Conclusions:

Specific language impairment is associated with significant deficits in phonological, working, and long-term memory.
Working and long-term memory play a critical role in the acquisition of complex language skills like mental verbs.
Understanding memory's role is vital for diagnosing and supporting children with language impairments.