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Related Experiment Video

Updated: Jul 27, 2025

Assessing Working Memory in Children: The Comprehensive Assessment Battery for Children – Working Memory (CABC-WM)

Assessing Working Memory in Children: The Comprehensive Assessment Battery for Children – Working Memory (CABC-WM)

Published on: June 12, 2017

Cognitive processes associated with working memory in children with developmental language disorder.

Caroline Larson¹, Janine Mathée-Scott¹, David Kaplan²

¹Department of Communication Sciences and Disorders, University of Wisconsin-Madison, Madison, WI 53706, USA; Waisman Center, University of Wisconsin-Madison, Madison, WI 53705, USA.

Journal of Experimental Child Psychology

|June 7, 2023

Summary

Children with developmental language disorder (DLD) show broader cognitive involvement in working memory tasks compared to typically developing peers. This suggests less specialized cognitive processes underlying language in DLD.

Keywords:

Attention Cognition Developmental language disorder Interference Language processing Working memory

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Area of Science:

Cognitive Psychology
Developmental Neuroscience
Linguistics

Background:

Working memory is crucial for cognitive functions.
Developmental Language Disorder (DLD) affects language acquisition.
Individual differences in cognitive abilities impact working memory.

Purpose of the Study:

To investigate the relationship between language, nonverbal, and attention abilities and working memory in children with DLD and typically developing (TD) peers.
To utilize an interference-based model of working memory to understand these relationships.
To compare the cognitive processes underlying working memory in DLD versus TD children.

Main Methods:

Employed an experimental paradigm with verbal and nonverbal recall items and an interference task.
Used Bayesian leave-one-out cross-validation to compare predictive models of working memory.
Statistically tested selected models to identify significant predictors.

Main Results:

Working memory models differed between DLD and TD groups, particularly for verbal working memory.
Language, nonverbal, and attention skills predicted working memory performance in the DLD group for both verbal and nonverbal tasks.
Only attention skills predicted verbal working memory in the TD group.

Conclusions:

Children with DLD demonstrate broader cognitive engagement in working memory tasks than TD peers.
This may indicate reduced specialization of cognitive processes supporting language in DLD.
The interference-based model effectively explains interrelationships among language, processing speed, and interference inhibition in verbal processing.