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Brief Report: Examining the Links Between Language Processes and Working Memory Impairments in Toddlers and
Sarah R Edmunds1,2, Carly Colman3, Paige Vidal3
1Division of Developmental Medicine, Boston Children's Hospital, 1 Autumn Street, AU459, Boston, MA, 02215, USA. sarah.edmunds@childrens.harvard.edu.
Abstract:
Deficits in working memory have not been fully explored in toddlers and preschoolers with autism spectrum disorder (ASD). We investigated the relationship between language (verbal ability, verbal self-talk) and visuospatial working memory in 2- and 4-year-olds with ASD (n = 65) and typical development (TD) (n = 54). Children with ASD displayed impairments in working memory and verbal ability, but not verbal self-talk, compared to TD peers. Verbal ability and working memory were positively correlated; this association was stronger for children with ASD. For 2-year-olds, self-talk and working memory were negatively correlated. Results suggest that verbal ability and working memory are linked, especially for young children with ASD. Self-talk may be a compensatory strategy for toddlers with less developed working memory.
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