The developmental relationship between language and immediate memory processes

点击翻译按钮获取中文摘要

Most humans learn their native language with apparent ease. Clues about the mechanisms involved in this mini-miracle may come from studying children who struggle to learn to talk despite otherwise typical development. Such children, however, do not form a cohesive group. They have difficulty with varying aspects of language, in diverse circumstances, and at different stages of development. The proposed research program aims to improve our understanding of the complex basis of language learning by examining the interdependency of two cognitive systems, working memory and the developing linguistic system. Working memory is the cognitive workspace, the capacity to store and manipulate information within the current focus of attention. It has been suggested that working memory plays a role in language learning. For example, each time a child repeats a new word while pausing to examine a novel object, working memory is at work. If there are limitations in the speed or capacity of working memory, language learning may be constrained as may learning in nonverbal domains. As children learn language, however, they gain an understanding of linguistic rules, which then provide the structure for further language learning. Children having trouble grasping the linguistic patterns in their native language may have difficulty learning the form and meaning of language. Thus, some of the differences among children with language impairment may be because the problems stem from different core deficits potentially in working memory or linguistic development. If this is the case, these children should perform differently on working memory and linguistic tasks, and they should have distinct language and general learning characteristics. My work explores whether specific deficits in working memory versus linguistic knowledge exist in children, and how these groups may differ in the learning of both language and nonverbal information. The results will provide insight into the fundamental processes involved in language learning. As well, the research will help to improve our understanding of communication disorders in children providing a new approach to their identification and remediation.