Cognitive Processes Related to Memory Capacity Explain Nearly All of the Variance in Language Test Performance in School-Age Children With and Without Developmental Language Disorder.
Cognitive Processes Related to Memory Capacity Explain Nearly All of the Variance in Language Test Performance in School-Age Children With and Without Developmental Language Disorder.
复制标题
DOI：
10.3389/fpsyg.2021.724356
复制
发表时间：
2021
影响因子：
3.8
通讯作者：
Evans JL
中科院分区：
文献类型：
--
作者：
Gillam RB;Serang S;Montgomery JW;Evans JL
本研究的目的是探讨与记忆容量和语言能力相关的认知过程的维度，并评估这些过程之间的关系的大小在典型发展（TD）和发展性语言障碍（DLD）儿童。参与者是234名年龄在7岁之间的儿童;0和11;11（117 TD和117 DLD），他们在年龄，性别，母亲教育和家庭收入方面进行了倾向匹配。用验证性因素分析和结构回归对认知加工任务和标准化的词汇和语言理解和产出测量中产生的潜在变量进行了测试。一个五因素CFA模型，包括流体智力，控制注意，工作记忆，语言知识和语言能力的长期记忆的结构比两个四因素嵌套模型产生更好的拟合统计。这四种认知能力解释了语言测量中92%以上的方差。结构回归模型表明，工作记忆和语言能力之间的关系是显着更大的TD组比DLD组。这些结果是一致的广义概念化的语言障碍的性质，在年龄较大的学龄儿童，包括一个动态系统中，认知能力占几乎所有的语言能力的变化。
The purpose of this study was to investigate the dimensionality of the cognitive processes related to memory capacity and language ability and to assess the magnitude of the relationships among these processes in children developing typically (TD) and children with developmental language disorder (DLD). Participants were 234 children between the ages of 7;0 and 11;11 (117 TD and 117 DLD) who were propensity matched on age, sex, mother education and family income. Latent variables created from cognitive processing tasks and standardized measures of comprehension and production of lexical and sentential aspects of language were tested with confirmatory factor analysis (CFA) and structural regression. A five-factor CFA model that included the constructs of Fluid Intelligence, Controlled Attention, Working Memory, Long-Term Memory for Language Knowledge and Language Ability yielded better fit statistics than two four-factor nested models. The four cognitive abilities accounted for more than 92% of the variance in the language measures. A structural regression model indicated that the relationship between working memory and language ability was significantly greater for the TD group than the DLD group. These results are consistent with a broad conceptualization of the nature of language impairment in older, school-age children as encompassing a dynamic system in which cognitive abilities account for nearly all of the variance in linguistic abilities.
登录
查看更多内容
影响因子：
5.2
作者：
Bishop DV
通讯作者：
Bishop DV
DOI：
10.1044/1092-4388(2004/037
发表时间：
2004-04-01
影响因子：
2.6
作者：
Dollaghan, CA
通讯作者：
Dollaghan, CA
影响因子：
3
作者：
de Abreu, Pascale M. J. Engel;Conway, Andrew R. A.;Gathercole, Susan E.
通讯作者：
Gathercole, Susan E.
影响因子：
4.1
作者：
Burgess, Gregory C.;Gray, Jeremy R.;Braver, Todd S.
通讯作者：
Braver, Todd S.
影响因子：
4.3
作者：
Barrouillet, P;Camos, V
通讯作者：
Camos, V