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The information-processing theory of cognitive development centers on fundamental mental processes, including attention, memory, and problem-solving skills. Researchers in this field examine how cognitive abilities, such as working memory, evolve and influence children's overall development. Studies indicate that children with stronger working memory tend to excel in reading comprehension, math, and problem-solving compared to peers with less efficient memory skills. Low working memory is...
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Assessing Working Memory in Children: The Comprehensive Assessment Battery for Children – Working Memory (CABC-WM)
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Working memory performance and executive function behaviors in young children with SLI.

Brigitte Vugs1, Marc Hendriks, Juliane Cuperus

  • 1Royal Dutch Kentalis, Eindhoven, The Netherlands.

Research in Developmental Disabilities
|November 19, 2013
PubMed
Summary

Children with specific language impairment (SLI) show significant working memory (WM) and executive function (EF) deficits. These domain-general impairments impact verbal and visuospatial WM, affecting inhibition, shifting, and planning.

Keywords:
Executive functionsPreschoolSLIWorking memory

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Area of Science:

  • Developmental Psychology
  • Neuroscience
  • Speech-Language Pathology

Background:

  • Specific language impairment (SLI) affects language development in young children.
  • Working memory (WM) and executive functions (EF) are crucial for cognitive development and academic success.
  • The relationship between WM and EF in children with SLI requires further investigation.

Purpose of the Study:

  • To compare WM and EF performance in young children with SLI versus typically developing (TD) children.
  • To investigate the nature of WM deficits (verbal vs. visuospatial) in SLI.
  • To examine EF behaviors associated with WM impairments in SLI.

Main Methods:

  • Participants: 58 children with SLI and 58 TD children, aged 4-5 years.
  • Assessments: Automated Working Memory Assessment (cognitive WM), Behavior Rating Inventory of Executive Function - Preschool Version (behavioral EF).
  • Statistical analysis to compare groups and examine associations between WM and EF.

Main Results:

  • Children with SLI performed significantly worse than TD children on both cognitive and behavioral measures of WM.
  • WM deficits in SLI extended to both verbal and visuospatial domains.
  • SLI group exhibited EF behavior problems in inhibition, shifting, emotional control, and planning/organization.

Conclusions:

  • Young children with SLI exhibit domain-general impairments in WM and EF behaviors.
  • WM performance effectively discriminates between children with SLI and TD peers.
  • Clinical attention to both verbal and visuospatial WM, alongside EF, is recommended for assessment and remediation in SLI.