The Roles of Working Memory and Oral Language Abilities in Elicited Imitation Performance

2020 ◽  
Vol 104 (1) ◽  
pp. 133-151
Author(s):  
HAE IN PARK ◽  
MEGAN SOLON ◽  
CARLY HENDERSON ◽  
MARZIEH DEHGHAN–CHALESHTORI
Keyword(s):  
Working Memory ◽  
Oral Language ◽  
Elicited Imitation ◽  
Language Abilities

scholarly journals Levels of Phonological Awareness, Working Memory, and Lexical Knowledge in Elementary School Children

2013 ◽  
Vol 23 (56) ◽  
pp. 329-338 ◽  
Author(s):  
Heloisa Helena Motta Bandini ◽  
Flavia Heloisa Santos ◽  
Deisy das Gracas de Souza
Keyword(s):  
Working Memory ◽  
Phonological Awareness ◽  
Oral Language ◽  
Initial Phase ◽  
First Grade ◽  
Second Phase ◽  
Language Abilities ◽  
Lexical Knowledge ◽  
High Positive Correlation ◽  
Phonological Working Memory

Relationships between oral language, phonological awareness, and working memory have been empirically demonstrated, however, phonological awareness encompasses different abilities, assessed at different levels. The present study investigated the possible associations between specific phonological awareness abilities and phonological working memory in first-grade students. In the initial phase ( n = 254), the study evaluated the abilities of phonological awareness and phonological working memory and found a high positive correlation between these abilities, thus confirming the findings of previous studies. The second phase ( n = 12) evaluated the vocabulary of individuals who, in the initial phase, showed low or high working memory and phonological awareness scores. Students with low working memory and low phonological awareness capacities had low scores in expressive language abilities, suggesting that phonological working memory may have direct effects on lexical knowledge. These results contribute to the understanding of the relationships investigated in this study and have important implications for planning teaching strategies.

scholarly journals Desenvolvimento da Linguagem Oral e da Memória de Trabalho em Indivíduos com Síndrome de Down por meio da Recontagem de Histórias / Development of Oral Language and Working Memory in Individuals with Down's Syndrome by Recounting Histories

2019 ◽  
Vol 13 (46) ◽  
pp. 212-230
Author(s):  
Amanda Avelar Lima ◽  
Carla Salati Almeida Ghirello-Pires
Keyword(s):  
Working Memory ◽  
Oral Language ◽  
Down's Syndrome ◽  
Down’S Syndrome

O objetivo foi analisar o efeito da expansão da linguagem oral em indivíduos com Síndrome de Down, através da avaliação e intervenção da memória de trabalho, por meio da recontagem de histórias. Os participantes foram selecionados no Laboratório de Estudos e Pesquisa em Neurolinguística (LAPEN), localizado na Universidade Estadual da Bahia (UESB) em Vitória da Conquista - Bahia, sendo 4 indivíduos com Síndrome de Down com 8 anos (AR e SB) e 12 anos (CP e LR), sexo feminino. A pesquisa contou com três fases: a avaliação inicial da memória de trabalho; a estimulação da memória de trabalho e da linguagem, através da contagem e recontagem de histórias; e a avaliação final da memória de trabalho. Os resultados indicaram melhores desempenhos dos participantes na avaliação final da memória de trabalho em comparação à avaliação inicial. As evidencias apontaram que o processo interventivo, através das narrativas, favoreceu um melhor desempenho na memória de trabalho e na expansão linguística.

Perception of Formant Transition Cues to Place of Articulation in Children With Language Impairments

1993 ◽  
Vol 36 (6) ◽  
pp. 1286-1299 ◽  
Author(s):  
Joan E. Sussman
Keyword(s):  
Working Memory ◽  
Language Learning ◽  
Left Hemisphere ◽  
Language Impairments ◽  
Phonetic Category ◽  
Language Abilities ◽  
Formant Transition ◽  
Place Of Articulation ◽  
Normal Language ◽  
Phonetic Categorization

Discrimination and phonetic identification abilities of 5- to 6-year-old children with language impairments were compared to those of 4-year-olds with normally developing language and to previous findings from 5- to 6-year-olds and adults for synthetic stimuli ranging from [ba] to da]. Results showed similar discrimination sensitivity to the second- and third-formant transition cues of stimuli by all children, with poorest sensitivity by the youngest. Phonetic categorization by children with language impairments was most different from the groups with normal language abilities, evidenced by a difference in the percent of tokens labeled as "BA" and by greater variability in labeling and in placement of phonetic category boundaries. Results support hypotheses by Gathercole and Baddeley (1990) suggesting that the phonological component of working memory may be disordered in children with language impairments. Results are also suggestive of specific difficulties with left-hemisphere processing associated with language learning rather than with problems related to sensitivity to formant transitions of the speech tokens.

Children's Speech Perception in Noise: Evidence for Dissociation From Language and Working Memory

2018 ◽  
Vol 61 (5) ◽  
pp. 1294-1305 ◽  
Author(s):  
Beula M. Magimairaj ◽  
Naveen K. Nagaraj ◽  
Natalie J. Benafield
Keyword(s):  
Working Memory ◽  
Speech Perception ◽  
Large Scale ◽  
Short Term Memory ◽  
School Age Children ◽  
School Age ◽  
Normal Range ◽  
Language Abilities ◽  
Speech Perception In Noise ◽  
Attention Memory

Purpose We examined the association between speech perception in noise (SPIN), language abilities, and working memory (WM) capacity in school-age children. Existing studies supporting the Ease of Language Understanding (ELU) model suggest that WM capacity plays a significant role in adverse listening situations. Method Eighty-three children between the ages of 7 to 11 years participated. The sample represented a continuum of individual differences in attention, memory, and language abilities. All children had normal-range hearing and normal-range nonverbal IQ. Children completed the Bamford–Kowal–Bench Speech-in-Noise Test (BKB-SIN; Etymotic Research, 2005), a selective auditory attention task, and multiple measures of language and WM. Results Partial correlations (controlling for age) showed significant positive associations among attention, memory, and language measures. However, BKB-SIN did not correlate significantly with any of the other measures. Principal component analysis revealed a distinct WM factor and a distinct language factor. BKB-SIN loaded robustly as a distinct 3rd factor with minimal secondary loading from sentence recall and short-term memory. Nonverbal IQ loaded as a 4th factor. Conclusions Results did not support an association between SPIN and WM capacity in children. However, in this study, a single SPIN measure was used. Future studies using multiple SPIN measures are warranted. Evidence from the current study supports the use of BKB-SIN as clinical measure of speech perception ability because it was not influenced by variation in children's language and memory abilities. More large-scale studies in school-age children are needed to replicate the proposed role played by WM in adverse listening situations.

scholarly journals Language disturbances in ADHD

2011 ◽  
Vol 20 (4) ◽  
pp. 311-315 ◽  
Author(s):  
M. Bellani ◽  
A. Moretti ◽  
C. Perlini ◽  
P. Brambilla
Keyword(s):  
Working Memory ◽  
Language Comprehension ◽  
Language Impairment ◽  
Listening Comprehension ◽  
Spatial Working Memory ◽  
Speech Discrimination ◽  
Language Abilities ◽  
Hyperactivity Disorder ◽  
Oral Speech ◽  
Pragmatic Aspects

This article aims to review the studies exploring language abilities in attention deficit hyperactivity disorder (ADHD; with or without comorbid language impairment) focusing on oral speech discrimination, listening comprehension, verbal and spatial working memory as well as on discourse analysis and pragmatic aspects of communication and language comprehension.

scholarly journals Sustained Attention in Developmental Language Disorder and Its Relation to Working Memory and Language

2020 ◽  
Vol 63 (12) ◽  
pp. 4096-4108
Author(s):  
Erin Smolak ◽  
Karla K. McGregor ◽  
Tim Arbisi-Kelm ◽  
Nichole Eden
Keyword(s):  
Working Memory ◽  
Sustained Attention ◽  
Cognitive Abilities ◽  
Spatial Working Memory ◽  
Language Disorder ◽  
Language Ability ◽  
Developmental Language Disorder ◽  
Language Abilities ◽  
Visual Spatial ◽  
Visual Spatial Working Memory

Purpose Based on evidence of deficits in domain-general cognitive abilities associated with developmental language disorder (DLD), the current study examined sustained attention performance in children with DLD compared to children with typical language development (TLD) and the interrelations between visual–spatial sustained attention, visual–spatial working memory, and language abilities across groups. Method Participants included 67 children at 7 years of age: 25 children with DLD (13 girls and 12 boys) and 42 children with TLD (23 girls and 19 boys). We assessed children's visual–spatial sustained attention, visual–spatial working memory, and language ability on a test of narrative language. Result Children with DLD scored significantly below their peers on a measure of visual–spatial sustained attention. Significant intercorrelations were observed between sustained attention, working memory, and language ability within the DLD group, but no correlations were observed between these measures in the TLD group. Conclusion Children with DLD have domain-general deficits in sustained attention, and correlational results have implications for whether and how language abilities are supported by domain-general cognition in both typical and disordered development.

The Applicability of Picturebooks to Teach English as a Foreign Language

2019 ◽  
pp. 93-113 ◽  
Author(s):  
Teresa Fleta Guillén
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Oral Language ◽  
Conceptual Knowledge ◽  
Subject Area ◽  
Language Abilities ◽  
Practical Advice ◽  
Young Learners ◽  
Mode Of Instruction ◽  
Picturebook Reading

Interactive shared picturebook reading with learners of different ages and levels has proven to be a prominent practice in all languages. The overall aim of the chapter is to explore the applicability of shared picturebook reading to teach English as a foreign language. Due to the affordances of the multimodality of picturebooks to develop language and content knowledge, this critical investigation seeks to integrate shared picturebook reading as a mode of instruction into the young learners' academic curriculum to promote oral language abilities and conceptual knowledge. In order to provide practical advice for educators of young learners, the chapter describes ways that picturebooks boost vocabulary, language learning, and conceptual knowledge in English L2. The chapter develops criteria to select picturebooks for subject-area instruction, paying attention to the picture-word dynamics.

An elicited imitation test for measuring preschoolers’ language development

2017 ◽  
Vol 121 (4) ◽  
pp. 767-786 ◽  
Author(s):  
Mehdi B. Mehrani
Keyword(s):  
Language Development ◽  
Language Proficiency ◽  
Free Speech ◽  
Oral Narrative ◽  
Elicited Imitation ◽  
Language Abilities ◽  
Reliable Measure ◽  
Positive Correlations ◽  
The Relationship ◽  
Different Levels

The present article describes a new Persian elicited imitation test (EIT) developed for assessing the overall language proficiency of Persian-speaking preschoolers. It reports a study that investigated the power of the EIT in discriminating children’s linguistic abilities through having them repeat sentences of varying lengths and morphosyntactic complexity. The study also explored the relationship between children’s performance on the EIT and their free speech. A total of 119 three- to- six-year-old Iranian monolingual children participated in the study by completing the EIT and an oral narrative task. Results showed that the new EIT can discriminate children with different levels of language abilities. Moreover, positive correlations were found between children’s scores on the EIT and their performance on the oral narrative task. Results suggest that the EIT provides a reliable measure of overall language development, and it can be effectively used to evaluate children’s language proficiency in various contexts.

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