Complex syntax and working memory in children with specific learning difficulties

Stanford, Emily; Delage, Hélène

doi:10.1177/0142723719889240

Cited by 15 publications

(10 citation statements)

References 77 publications

(99 reference statements)

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“…One should note that a similar positive connection was discovered on the morpho-syntactic level of processing; it was shown that children with poor working memory were facing more significant syntactic difficulties (Stanford & Delage, 2020;Delage & Frauenfelder, 2020). To conclude, our analysis of existing papers led us to assuming the presence of a bi-directional connection between the development of vocabulary and executive functions, where working memory plays a special role in the growth of vocabulary.…”

Section: The Relationship Between Executive Functions and Languagesupporting

confidence: 56%

Executive Functions’ Impact on Vocabulary and Verbal Fluency among Mono- and Bilingual Preschool-Aged Children

Kovyazina¹,

Oschepkova²,

Airapetyan³

et al. 2021

Psych. Rus.

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Background. The phenomenon of multilingualism and its impact on child development are in the spotlight of latter-day psychology, and of utmost importance both for theory and practice. Language development is a strong predictor of psychological readiness for school and further academic success. At the same time, children’s mastery of written and oral speech in school education in a multilingual environment has several distinctive features. This study was dedicated to examining the influence of executive functions on the development of the vocabulary aspects of speech (both active and passive vocabulary) of mono- and bilingual children growing up in a bilingual environment. Objective. We aimed to analyze the relationship between bilingualism and language development (vocabulary and verbal fluency) and determine which executive functions may help overcome the resulting difficulties at preschool age. Design. Both monolingual and bilingual children participated in the study (n=137 and n=81, respectively). The children’s ages ranged from 6 to 7 years (M=78.7 months, SD=5.87). Two independent General Linear Models (GLM) were built to define which executive functions influenced the vocabulary and verbal fluency of the mono- and bilingual subjects (controlling for age, gender, and non-verbal intelligence as well). Results. The results confirmed that bilingualism is negatively related to language development, but showed that verbal working memory significantly helps bilinguals compensate for difficulties in developing vocabulary and verbal fluency. Conclusion. The study demonstrated that the ability to preserve and reproduce verbal information was of more significance for children’s vocabulary and verbal fluency than their language group (mono- or bilingual).

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Section: The Relationship Between Executive Functions and Languagesupporting

confidence: 56%

Executive Functions’ Impact on Vocabulary and Verbal Fluency among Mono- and Bilingual Preschool-Aged Children

Kovyazina¹,

Oschepkova²,

Airapetyan³

et al. 2021

Psych. Rus.

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show abstract

“…Both monolingual and bilingual populations were included. The second group is composed by children with specific learning disorders (SLD), most of whom have dyslexia (Stanford & Delage, 2020). From the literature and also in their article in this issue, we learn that some of these children struggle with oral language problems.…”

Section: Some Notesmentioning

confidence: 99%

Some notes on language, memory and bilingualism

Guasti

2020

First Language

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In this commentary on the Special Issue, I will address the question of what memory spans measure concerning language, as language has, at least, a linear and a hierarchical dimension. I suggest that if anything what is measured has to do with the linear dimension. Then, I will discuss the welcome results on bilingual children with language problems and reflect on what it means that working memory measures seem to be more relevant for bilingual children than for monolingual ones. I will tentatively suggest that what is at stake is not memory per se, but inhibitory skills.

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“…English question formation, possibly due to the computation involved, is a challenging area of development (e.g. Stanford & Delage, 2020). In contrast, Bangla-speaking young children did not have many errors in the formation of interrogative sentences, which could be attributed to the flexibility in the Bangla word order (Sultana, unpublished data).…”

mentioning

confidence: 99%

The missing majority in child language research: A commentary on Kidd and Garcia (2022)

Sultana

2022

First Language

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In this commentary, I refer to the issue of typological differences and how they impact the acquisition data by discussing findings from Bangla. Previous and ongoing studies of the acquisition of Bangla reveal that several claims regarding children’s linguistic trajectory, emerging from some of the well-studied languages, are not confirmed. I also argue that language acquisition research is not adequately supported in the Global South and propose a few ways to support research on under-studied languages.

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Complex syntax and working memory in children with specific learning difficulties

Cited by 15 publications

References 77 publications

Executive Functions’ Impact on Vocabulary and Verbal Fluency among Mono- and Bilingual Preschool-Aged Children

Executive Functions’ Impact on Vocabulary and Verbal Fluency among Mono- and Bilingual Preschool-Aged Children

Some notes on language, memory and bilingualism

The missing majority in child language research: A commentary on Kidd and Garcia (2022)

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