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Related Experiment Video

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Lexical Decision Task for Studying Written Word Recognition in Adults with and without Dementia or Mild Cognitive Impairment
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Rethinking the connection between working memory and language impairment.

Lisa M D Archibald1, Katherine Harder Griebeling1

  • 1School of Communication Sciences and Disorders, University of Western Ontario, London, ON, Canada.

International Journal of Language & Communication Disorders
|November 7, 2015
PubMed
Summary
This summary is machine-generated.

Children with low language (LL) show deficits in phonological storage, a key part of working memory, but not in central executive functions. This impacts their cognitive task performance.

Keywords:
short-term memoryspecific language impairmentworking memory

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Area of Science:

  • Cognitive Psychology
  • Developmental Psychology
  • Neuroscience

Background:

  • Children with specific language impairment (SLI) exhibit working memory deficits, particularly with increased memory load.
  • Previous research indicates challenges on tasks with both storage and processing demands.

Purpose of the Study:

  • To investigate the working memory processing function in children with low language (LL).
  • To differentiate between storage and processing deficits in working memory for children with LL.

Main Methods:

  • Employed complex working memory-span tasks with varying processing and storage loads.
  • Utilized individually adjusted storage demands based on short-term memory capacity.
  • Included measures of language, nonverbal intelligence, and teacher-reported cognitive/learning abilities.

Main Results:

  • Children with LL scored significantly lower on storage-based tasks compared to controls.
  • No significant group differences were observed on tasks varying processing load.
  • Teacher ratings on oral expression and math abilities differentiated task completion.

Conclusions:

  • Findings suggest a specific deficit in phonological storage within working memory for children with LL.
  • The central executive component of working memory appears intact in this population.
  • Teacher perceptions may correlate with perseverance in cognitive tasks.