Working Memory Profiles of Children With Dyslexia, Developmental Language Disorder, or Both
Working Memory Profiles of Children With Dyslexia, Developmental Language Disorder, or Both
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DOI：
10.1044/2019_jslhr-l-18-0148
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发表时间：
2019-06-01
影响因子：
2.6
通讯作者：
Cowan, Nelson
中科院分区：
文献类型：
--
作者：
Gray, Shelley;Fox, Annie B.;Cowan, Nelson
目的：与正常发育的儿童相比，患有阅读障碍、发育性语言障碍 (DLD) 或两者兼而有之的儿童通常表现出工作记忆缺陷。目前尚不清楚这些缺陷有多普遍，也不清楚这些缺陷是否与诊断类别相符。本研究的目的是确定在中枢执行、语音、视觉空间和结合工作记忆任务的综合组合中是否会出现不同的工作记忆特征，以及这些特征是否与小组成员资格相关。方法：302名患有典型发育、阅读障碍、DLD或阅读障碍/DLD的二年级学生完成了儿童工作记忆综合评估组合（Gray、Alt、Hogan、Green和Cowan，n.d.）中的13项任务，这些任务评估了中枢工作记忆工作记忆的执行、语音和视觉空间/注意力组成部分。结果：潜在类别分析产生了 4 个不同的潜在类别：总体低（21%）、高数量更新平均值（30%）、低数量更新平均值（12%）和总体高（37%）。每个班级都有来自每个残疾群体的儿童和来自典型发育群体的儿童。讨论：研究结果强调了了解单个儿童的工作记忆概况的重要性，因为工作记忆概况并不等同于学习障碍诊断。因此，除了典型的心理教育措施之外，工作记忆评估还可以提供有关儿童认知功能的重要信息。
Purpose: Compared to children with typical development, children with dyslexia, developmental language disorder (DLD), or both often demonstrate working memory deficits. It is unclear how pervasive the deficits are or whether the deficits align with diagnostic category. The purpose of this study was to determine whether different working memory profiles would emerge on a comprehensive battery of central executive, phonological, visuospatial, and binding working memory tasks and whether these profiles were associated with group membership.Method: Three hundred two 2nd graders with typical development, dyslexia, DLD, or dyslexia/DLD completed 13 tasks from the Comprehensive Assessment Battery for Children-Working Memory (Gray, Alt, Hogan, Green, & Cowan, n.d.) that assessed central executive, phonological, and visuospatial/attention components of working memory.Results: Latent class analyses yielded 4 distinct latent classes: low overall (21%), average with high number updating (30%), average with low number updating (12%), and high overall (37%). Children from each disability group and children from the typically developing group were present in each class.Discussion: Findings highlight the importance of knowing an individual child's working memory profile because working memory profiles are not synonymous with learning disabilities diagnosis. Thus, working memory assessments could contribute important information about children's cognitive function over and above typical psychoeducational measures.