Effectiveness of a working memory intervention program in children with language disorders
Effectiveness of a working memory intervention program in children with language disorders
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DOI：
10.1080/21622965.2017.1374866
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发表时间：
2019-01-02
影响因子：
1.7
通讯作者：
Ramirez, Gustavo
中科院分区：
文献类型：
--
作者：
Acosta, Victor;Hernandez, Sergio;Ramirez, Gustavo
这项研究的目的有两个：第一，获得语言障碍儿童的神经心理学特征；第二，评估干预计划对工作记忆的有效性。我们采用了前测-教学-后测设计，仔细鉴定了32名语言障碍儿童的样本，然后评估了他们的短期言语和视觉空间记忆、言语和视觉空间工作记忆、注意力、加工速度和词汇语义技能。然后，我们对工作记忆实施了一项干预计划，包括72次，每次15分钟，之后我们重复了对这些功能的神经心理学评估。在评估的所有记忆任务和词汇-语义加工任务中，语言障碍儿童的表现都比对照组儿童差。干预后，患有语言障碍的儿童在所有变量上的表现都比之前有了显著的提高。患有语言障碍的儿童表现出明显的认知缺陷，而不仅仅是语言障碍。我们对所使用的干预计划的有效性提供了结论性的发现。最后，我们部分支持了记忆任务成绩的提高与词汇语义任务成绩之间存在因果关系的结论。
The aim of this study was twofold: first, to obtain a neuropsychological characterization of children with language disorders, and second, to evaluate the effectiveness of an intervention program on working memory. We used a pretest-instruction-posttest design, carefully identifying a sample of 32 children with language disorders whom we then evaluated for short-term verbal and visuospatial memory, verbal and visuospatial working memory, attention, processing speed, and lexical-semantic skills. We then implemented an intervention program on working memory consisting of 72 sessions of 15 minutes each, after which we repeated the neuropsychological assessment of these functions. Children with language disorders performed worse than children in the control group in all memory tasks evaluated and in the lexical-semantic processing task. After the intervention, children with language disorders showed a significant increase over their own previous performance in all variables. Children with language disorders show significant cognitive deficits and not just linguistic impairment. We offer conclusive findings on the effectiveness of the intervention program used. Finally, we obtained partial support for the existence of a causal link between improved performance on memory tasks and performance in a lexical-semantic task.