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Verbal rehearsal and memory in language-disordered children
Journal of Speech and Hearing Research
|December 1, 1985
Summary
Children with language disorders exhibit diminished verbal capacity and increased memory intrusions compared to typically developing peers. These findings highlight the intricate link between language development and memory function.
Area of Science:
- Cognitive Psychology
- Developmental Psychology
- Linguistics
Background:
- Language disorders can impact cognitive functions, including memory.
- Understanding these impacts is crucial for targeted interventions.
Purpose of the Study:
- To investigate memory differences in children with and without language disorders.
- To identify specific memory components affected by language impairment.
Main Methods:
- Free-recall tasks using pictorial items with language-disordered and normal children.
- Analysis of rehearsal and recall data for 12 variables.
- Factor, discriminant, and regression analyses applied to memory variables.
Main Results:
- Memory performance comprises three components: item/order capacity, semantic organization, and intrusion susceptibility.
- Language-disordered children showed significant deficits in capacity and higher intrusion rates.
- Differences were most pronounced in item/order capacity and intrusion errors.
Conclusions:
- Language disorders are associated with diminished verbal capacity, affecting memory.
- Memory deficits in these children stem from reduced capacity and increased susceptibility to intrusions.
- Findings inform the relationship between language, memory, and the nature of language disorders.