Syntactic comprehension and working memory in children with specific language impairment, autism or Down syndrome.
Syntactic comprehension and working memory in children with specific language impairment, autism or Down syndrome.
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DOI：
10.3109/02699206.2015.1027831
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发表时间：
2015-07
影响因子：
1.2
通讯作者：
Schwartz RG
中科院分区：
文献类型：
--
作者：
Fortunato-Tavares T;Andrade CR;Befi-Lopes D;Limongi SO;Fernandes FD;Schwartz RG
本研究考察了特殊语言障碍（SLI）、唐氏综合征（DS）、高功能自闭症（HFA）和典型语言发展（STRD）儿童句子理解中谓词和反身代词的句法分配以及工作记忆效应。57名儿童（35名男孩和22名女孩）进行了计算机图片选择句子理解任务。谓语连接和反身先行分配（与工作记忆操作）进行了研究。结果表明，SLI，HFA和DS儿童表现出较差的整体性能比正常儿童。只有当工作记忆要求更高时，SLI儿童才表现出与DS和HFA儿童相似的表现。我们的结论是，儿童与SLI，HFA，和DS不同于儿童的谓词和反身结构的理解，句法分配的知识是必需的。工作记忆操作对不同语言障碍的句法理解有不同的影响。智力不是表现差异的解释因素。
This study examined syntactic assignment for predicates and reflexives as well as working memory effects in the sentence comprehension of children with Specific Language Impairment (SLI), Down syndrome (DS), high functioning Autism (HFA), and Typical Language Development (TLD). Fifty-seven children (35 boys and 22 girls) performed a computerized picture-selection sentence comprehension task. Predicate attachment and reflexive antecedent assignment (with working memory manipulations) were investigated. The results showed that SLI, HFA, and DS children exhibited poorer overall performance than TLD children. Children with SLI exhibited similar performance to the DS and HFA children only when working memory demands were higher. We conclude that children with SLI, HFA, and DS differ from children with TLD in their comprehension of predicate and reflexive structures where knowledge of syntactic assignment is required. Working memory manipulation had different effects on syntactic comprehension depending on language disorder. Intelligence was not an explanatory factor for the differences observed in performance.