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叙事生成和叙事回忆在有或没有发育性语言障碍的学龄前儿童中招募不同的执行功能

Yuanyuan Lin¹, Li Sheng², Huanhuan Shi³

¹Department of Developmental and Behavioral Pediatrics, Shanghai Children's Medical Center, Shanghai Jiao Tong University School of Medicine, Shanghai, China.

Clinical linguistics & phonetics

|December 20, 2024

概括

患有发育性语言障碍 (DLD) 的儿童由于执行功能 (EF) 缺陷,难以讲故事. 工作记忆是叙事回忆的关键,而故事生成需要计划,注意力和抑制.

科学领域:

发展心理学发展心理学
语言学的语言学.
神经科学是一个神经科学.

背景情况:

患有发育性语言障碍 (DLD) 的儿童在讲故事和执行功能 (EF) 中表现出重大挑战.
叙事评估对于识别DLD语言缺陷至关重要,但不同叙事任务的具体EF需求仍然不清楚.

研究的目的:

调查日常生活执行功能与学龄前儿童在两个不同的叙事任务上的表现之间的关系.
区分EF要求的故事回忆与故事生成在儿童与没有DLD.

主要方法:

十四名普通话说话的学前儿童与DLD和34个典型的发展 (TD) 控制完成了故事生成和回忆任务.
父母报告的执行功能使用行为评级库存执行功能-学前教育 (BRIEF-P) 进行评估.
对标准化语言分数进行统计分析,以隔离EF对叙事表现的影响.

主要成果:

在叙事宏观结构,微观结构和关键的BRIEF-P执行组合 (抑制,转移,全球) 中,TD儿童的表现优于DLD儿童.
对于故事回忆,工作记忆在DLD中独特地预测了叙事宏观结构和微观结构性能.
故事生成性能与宏观结构的抑制,工作记忆和规划/组织以及微观结构的抑制有关.

结论:

叙事回忆在很大程度上依赖于工作记忆,而叙事生成需要更广泛的执行功能,包括计划,注意力和抑制.
结果揭示了DLD语言困难的认知基础,并为评估叙事任务的临床选择提供了信息.

关键词:

发育性语言障碍发育性语言障碍执行职能执行职能是指执行职能.叙事叙事叙事叙事叙事幼儿园儿童幼儿园儿童幼儿园儿童

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