Information processing by school-age children with specific language impairment: Evidence from a modality effect paradigm
Information processing by school-age children with specific language impairment: Evidence from a modality effect paradigm
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DOI：
10.1044/jslhr.4104.913
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发表时间：
1998-08-01
影响因子：
2.6
通讯作者：
Marler, JA
中科院分区：
文献类型：
--
作者：
Gillam, RB;Cowan, N;Marler, JA
有特殊语言障碍(SU)的学龄儿童和年龄匹配的对照组儿童被测试立即回忆视觉上、听觉上或听觉上呈现的数字。回忆任务比较了说话和指点反应方式。每个参与者都接受了与她或他的听觉短期记忆广度一致的测试。两组受试者都获得了优先、最近和通道(对听觉回忆优势)的传统效应。当视听刺激与口语反应配对时，两组儿童的表现相似，但SLI儿童在视觉呈现的物品与指点反应配对时，近期效应较小，回忆能力异常差。这样的结果不能用听觉或言语缺陷本身来解释，这表明SLI儿童在需要多次心理操作的任务中，在记忆或使用语音代码方面存在困难，或者两者兼而有之。能力限制，包括语音表征的迅速衰退和/或与使用要求较低和效率较低的编码和提取策略有关的操作限制，可能是SLI儿童工作记忆缺陷的原因之一。
School-age children with specific language impairment (SU) and age-matched controls were tested for immediate recall of digits presented visually auditorily, or audiovisually. Recall tasks compared speaking and pointing response modalities. Each participant was tested at a level that was consistent with her or his auditory short-term memory span. Traditional effects bf primacy, recency, and modality (on auditory recall advantage) were obtained for both groups. The groups performed similarly when audiovisual stimuli were paired with a spoken response, but children with SLI had smaller recency effects together with an unusually poor recall when visually presented items were paired with a pointing response. Such results cannot be explained on the basis of an auditory or speech deficit per se and suggest that children with SLI have difficulty either retaining or using phonological codes, or both, during tasks that require multiple mental operations. Capacity limitations, involving the rapid decay of phonological representations and/or performance limitations related to the use of less demanding and less effective coding and retrieval strategies, could have contributed to the working memory deficiencies in the children with SLI.