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Information processing by school-age children with specific language impairment: evidence from a modality effect
R B Gillam1, N Cowan, J A Marler
1University of Texas-Austin, USA. rgillam@mail.utexas.edu
Journal of Speech, Language, and Hearing Research : JSLHR
|August 26, 1998
Summary
Children with specific language impairment (SLI) show working memory challenges, particularly with visual recall tasks. These findings suggest difficulties with phonological coding and processing, impacting their ability to retain and use information.
Area of Science:
- Cognitive Psychology
- Developmental Psychology
- Neuroscience
Background:
- Specific Language Impairment (SLI) affects language development in school-aged children.
- Working memory is crucial for cognitive tasks, including language processing.
- Understanding memory deficits in SLI is vital for targeted interventions.
Purpose of the Study:
- To investigate working memory differences in children with SLI compared to typically developing peers.
- To examine how modality (visual, auditory, audiovisual) and response type (speaking, pointing) affect immediate recall in children with SLI.
- To explore the underlying mechanisms of working memory deficits in SLI, focusing on phonological coding.
Main Methods:
- Immediate digit recall was assessed in school-age children with SLI and controls.
- Stimuli were presented visually, auditorily, or audiovisually.
- Recall performance was compared across speaking and pointing response modalities.
Main Results:
- Both groups exhibited primacy, recency, and modality effects (auditory advantage).
- Children with SLI showed similar performance to controls with audiovisual stimuli and spoken responses.
- Children with SLI demonstrated reduced recency effects and poor visual-to-pointing recall, suggesting phonological processing or working memory limitations.
Conclusions:
- Working memory deficits in SLI extend beyond auditory or speech processing.
- Difficulties in retaining or using phonological codes may underlie observed memory impairments.
- Capacity and performance limitations in phonological coding and retrieval strategies likely contribute to working memory challenges in SLI.