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Related Experiment Video

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Examining Online Syntactic Processing of Spoken Complex Sentences in Chinese Using Dual-Modal Interference Tasks
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Working memory training in children with developmental language disorder: Effects on complex syntax in narratives.

Hélène Delage1, Emily Stanford2,3, Clara Baratti4

  • 1Équipe de Psycholinguistique et Logopédie, Faculté de Psychologie et des Sciences de L'Éducation, Université de Genève, Genève, Switzerland.

Frontiers in Rehabilitation Sciences
|January 23, 2023
PubMed
Summary

Working memory training improved syntactic complexity in French-speaking children with Developmental Language Disorder (DLD). Children who underwent working memory (WM) training showed gains in using embedded clauses, unlike the control group.

Keywords:
childrendevelopmental language disorder (DLD)narrativessyntaxtrainingworking memory

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Area of Science:

  • Linguistics
  • Developmental Psychology
  • Clinical Neuroscience

Background:

  • Children with Developmental Language Disorder (DLD) often exhibit syntactic impairments.
  • Spontaneous speech analysis is crucial for understanding language deficits in DLD.
  • Working memory (WM) is hypothesized to play a role in complex syntax production.

Purpose of the Study:

  • To assess the impact of a working memory training program on the syntactic complexity of spontaneous speech in French-speaking children with DLD.
  • To compare the language performance of children with DLD undergoing WM training versus an active control group.
  • To investigate potential transfer effects of WM training on expressive syntax.

Main Methods:

  • Thirty-nine children with DLD (6-12 years) were assigned to a WM training group (DLD MM) or an active control group (DLD SQULA).
  • Participants completed 12 hours of computerized training over several weeks.
  • Syntactic complexity was measured using storytelling tasks, analyzing utterance length, embedded clause usage, and error rates, with pre- and post-test assessments.

Main Results:

  • Children with DLD demonstrated significant syntactic impairments compared to typically developing children, particularly in the use of embedded clauses.
  • The WM training group (DLD MM) showed improvements in the mastery of embedded clauses post-training.
  • No significant gains in syntactic complexity were observed in the active control group (DLD SQULA).

Conclusions:

  • Working memory training may positively impact the production of complex syntax, specifically embedded clauses, in children with DLD.
  • Language sample analysis provides ecologically valid data for assessing syntactic deficits and training outcomes.
  • These findings suggest potential for WM training as a therapeutic approach for language difficulties in DLD.