A New Memory Perspective on the Sentence Comprehension Deficits of School-Age Children With Developmental Language Disorder: Implications for Theory, Assessment, and Intervention.
A New Memory Perspective on the Sentence Comprehension Deficits of School-Age Children With Developmental Language Disorder: Implications for Theory, Assessment, and Intervention.
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关于患有发展性语言障碍的学龄儿童句子理解缺陷的新记忆视角：对理论、评估和干预的启示。
DOI：
10.1044/2021_lshss-20-00128
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发表时间：
2021
期刊：
影响因子：
--
通讯作者：
Evans,JuliaL
中科院分区：
文献类型：
--
作者：
Montgomery,JamesW;Gillam,RonaldB;Evans,JuliaL
目的发展性语言障碍(DLD)学龄儿童记忆与句子理解之间的关系尚不清楚。我们提出了一个新的视角，强调了流体智力、控制注意力、工作记忆(WM)和长时记忆(LTM)对患有和不患有DLD的儿童句子理解的关系影响。这一观点对理论、评估和干预都有新的重要意义。方法我们回顾了一项大规模的研究，该研究集中在认知、记忆和句子理解之间的联系。结果我们的新模型表明，工作记忆作为一种渠道，通过LTM句法知识、控制注意和一般模式识别间接影响DLD儿童和典型发育儿童的句子理解。对于典型发育的儿童，基于语言的LTM和流畅的智力间接影响句子理解。结论工作记忆对儿童在理解规范句和非规范句时运用句法知识的能力起着关键作用。我们的新模型对句子理解的评估和较大的句子理解缺陷的治疗具有重要的意义。
PurposeThe nature of the relationship between memory and sentence comprehension in school-age children with developmental language disorder (DLD) has been unclear. We present a novel perspective that highlights the relational influences of fluid intelligence, controlled attention, working memory (WM), and long-term memory (LTM) on sentence comprehension in children with and without DLD. This perspective has new and important implications for theory, assessment, and intervention.MethodWe review a large-scale study of children with and without DLD that focused on the connections between cognition, memory, and sentence comprehension. We also summarize a new model of these relationships.ResultsOur new model suggests that WM serves as a conduit through which syntactic knowledge in LTM, controlled attention, and general pattern recognition indirectly influence sentence comprehension in both children with DLD and typically developing children. For typically developing children, language-based LTM and fluid intelligence indirectly influence sentence comprehension. However, for children with DLD, controlled attention plays a larger indirect role.ConclusionsWM plays a key role in children's ability to apply their syntactic knowledge when comprehending canonical and noncanonical sentences. Our new model has important implications for the assessment of sentence comprehension and for the treatment of larger sentence comprehension deficits.
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DOI：
10.1044/2017_jslhr-l-17-0025
发表时间：
2017
期刊：
Journal of speech, language, and hearing research : JSLHR
影响因子：
--
作者：
Montgomery,JamesW;Gillam,RonaldB;Evans,JuliaL;Sergeev,AlexanderV
通讯作者：
Sergeev,AlexanderV
儿童语言障碍的工作记忆
影响因子：
4.3
作者：
R. Gillam;J. Montgomery;S. Gillam;Julia L. Evans
通讯作者：
Julia L. Evans
影响因子：
3
作者：
Stewart M. McCauley;Morten H. Christiansen
通讯作者：
Morten H. Christiansen
序列记忆约束通过迭代学习产生类似语言的结构。
影响因子：
3.7
作者：
Cornish H;Dale R;Kirby S;Christiansen MH
通讯作者：
Christiansen MH
影响因子：
5.4
作者：
Cowan, Nelson;Rouder, Jeffrey N.;Blume, Christopher L.;Saults, J. Scott
通讯作者：
Saults, J. Scott