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Examining longitudinal changes in visuospatial working memory in adolescents with Developmental Language Disorder.

Jorge-Luis Guirado-Moreno1, Raúl López-Penadés1, Àngels Esteller-Cano1

  • 1Investigació en Desenvolupament, Educació i Llenguatge (I+DEL), Institut de Recerca i Innovació Educativa (IRIE), Palma, Illes Balears, Spain.

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Summary
This summary is machine-generated.

Adolescents with Developmental Language Disorder (DLD) show working memory (WM) improvements over time, but consistently perform below typical peers. These visuospatial WM deficits associated with DLD may persist into adolescence.

Keywords:
AdolescentsCognitive developmentDevelopmental language disorderUpdatingVisuospatial working memory

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Area of Science:

  • Neuroscience
  • Developmental Psychology
  • Linguistics

Background:

  • Developmental Language Disorder (DLD) impacts language skills and is often linked to executive functioning (EF) deficits.
  • Working Memory (WM) is a key component of EF crucial for cognitive tasks.

Purpose of the Study:

  • To investigate visuospatial working memory (WM) development in adolescents with DLD.
  • To compare WM performance between adolescents with DLD and typically developing (TD) peers over time.

Main Methods:

  • A longitudinal study tracked 38 adolescents (12 with DLD, 26 TD).
  • Visuospatial WM was assessed using the Backward Corsi Task (BCT) at three time points.

Main Results:

  • Adolescents with DLD consistently scored lower on the BCT than TD peers across all assessment waves.
  • All participants showed performance improvements over time, but gains were significant only between Wave 1 and Wave 3.
  • No significant interaction between group and time indicated similar developmental trends for both groups.

Conclusions:

  • Visuospatial WM difficulties in adolescents with DLD appear to persist into adolescence, remaining below TD levels.
  • Observed group differences may be attributed to the high executive demands of the BCT, particularly its central executive component.