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Examining Recall Memory in Infancy and Early Childhood Using the Elicited Imitation Paradigm
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Working, Declarative, and Procedural Memory in Children With Developmental Language Disorder.

Emily Jackson1, Suze Leitão1, Mary Claessen1

  • 1School of Occupational Therapy, Social Work and Speech Pathology, Curtin University, Perth, Western Australia, Australia.

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Summary

Children with developmental language disorder (DLD) show significant working memory deficits. While other memory systems appear impaired, these issues may stem from underlying working memory challenges.

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Area of Science:

  • Cognitive Psychology
  • Developmental Psychology
  • Neuroscience

Background:

  • Previous research on memory systems in children with developmental language disorder (DLD) has produced conflicting findings.
  • Understanding memory profiles in DLD is crucial for identifying cognitive underpinnings of language impairment.

Purpose of the Study:

  • To comprehensively profile working, declarative, and procedural memory systems in children with DLD.
  • To compare memory performance between children with DLD and typically developing peers.

Main Methods:

  • Assessed working memory (verbal short-term, verbal working, visual-spatial short-term) using the nonword repetition test and Working Memory Test Battery for Children.
  • Measured verbal and visual-spatial declarative memory with the Children's Memory Scale.
  • Evaluated procedural memory using an audiovisual serial reaction time task in 104 children (50 with DLD, 54 typically developing).

Main Results:

  • Children with DLD exhibited significant impairments in verbal short-term and working memory, visual-spatial short-term memory, verbal declarative memory, and procedural memory.
  • Verbal declarative and procedural memory deficits were no longer significant when controlling for working memory and nonverbal IQ.
  • Visual-spatial declarative memory remained unimpaired in the DLD group.

Conclusions:

  • Children with DLD demonstrate clear deficits within their working memory system.
  • Apparent impairments in verbal declarative and procedural memory may be largely attributable to working memory limitations.
  • Findings highlight the central role of working memory in DLD, suggesting implications for cognitive intervention strategies.