The role of working memory loads on immediate and long-term sentence recall

Pham, Theresa; Archibald, Lisa M. D.

doi:10.1080/09658211.2022.2122999

Cited by 3 publications

(2 citation statements)

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“…For instance, the ability to temporarily store words while listening to the sentence unfold over time might be related to performance on a syntactic awareness task (e.g., van Witteloostuijn et al, 2021). Finally, verbal working memory involves both storage and manipulation of verbal material and there is speculation as to its role in syntactic awareness (e.g., Gottardo et al, 1996;Pham and Archibald, 2022). Within studies on syntactic awareness in children with dyslexia, working memory has only been examined through task demands.…”

Section: The Current Studymentioning

confidence: 99%

“…The role of verbal working memory in sentence processing has received a good deal of theoretical (e.g., Baddeley, 1992;Just and Carpenter, 1992;Baddeley et al, 2021) and empirical interest (e.g., Gottardo et al, 1996;Montgomery, 2008;Pham and Archibald, 2022). Models of working memory differ with respect to how storage and manipulation of material are organized, but it is clear that verbal working memory involves short-term storage and manipulation of verbal material (e.g., see Baddeley, 1992;Just and Carpenter, 1992;Baddeley et al, 2021).…”

Section: Introductionmentioning

confidence: 99%

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Do children with developmental dyslexia have syntactic awareness problems once phonological processing and memory are controlled?

Robertson,

Mimeau,

Deacon

2024

Front. Lang. Sci.

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IntroductionSyntactic awareness is the ability to monitor and manipulate word order within sentences. It is unclear whether children with dyslexia have syntactic awareness problems, as there are mixed results in the literature. Dyslexia is typically classified with very poor word and nonword reading and phonological processing problems are often observed in this population. It is conceivable that a phonological deficit could strain memory when performing oral syntactic awareness tasks. Here we examine if syntactic awareness problems are observed in children with dyslexia once phonological processing and memory skills are controlled.MethodsReal and nonword reading efficiency tests determined reading level. Children with dyslexia (n = 25) were compared to typically developing children (n = 24) matched for age (M = 8;8) and nonverbal abilities. Syntactic awareness was measured with an oral word order correction task (e.g., Is baking Lisa and her son in his room sleeps). Tests of phonological awareness, phonological memory, and verbal working memory were also administered and served as controls.ResultsThe dyslexic group performed worse than typically developing readers on syntactic awareness and this group difference persisted once phonological memory and verbal working memory were controlled. However, after controlling for phonological awareness skills, there were no group differences on the syntactic awareness test.Discussion:The results suggest that phonological awareness problems in particular might be responsible for syntactic awareness difficulties in dyslexia and future studies should control for this. The results are discussed within theoretical frameworks on the nature of oral language deficits in dyslexia.

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Section: The Current Studymentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Do children with developmental dyslexia have syntactic awareness problems once phonological processing and memory are controlled?

Robertson,

Mimeau,

Deacon

2024

Front. Lang. Sci.

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Development of the Digital Speech Assessment Instrument

Uberti,

Keske-Soares,

Pagliarin

2024

Am J Speech Lang Pathol

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Objective: This study aimed to develop a Digital Speech Assessment Instrument to evaluate the phonological and motor speech skills of Brazilian Portuguese–speaking children and adolescents through six tasks: (a) word naming, (b) word imitation, (c) pseudoword imitation, (d) word repetition, (e) pseudoword repetition, and (f) diadochokinesis. Method: The assessment instrument was developed and validated in a seven-step process, beginning with stimulus selection and ending with Pilot Study 1 (involving children and adolescents with typical speech development) and Pilot Study 2 (involving children and adolescents with speech sound disorders [SSDs]). Participants of the study included expert and nonexpert judges, children, and adolescents. Results: The Digital Speech Assessment Instrument contains 91 real words (61 in the naming task, 51 in the imitation task, and five in the repetition task), 26 pseudowords (26 in the imitation task and four in the repetition task), and six stimuli for diadochokinesis. The test contains stimuli in the form of images as well as audio and video recordings and allows for the analysis and storage of participant data in a virtual database. Conclusions: This study described the development of the Digital Speech Assessment Instrument, available in Brazilian Portuguese for the evaluation of several aspects of speech production (including word and pseudoword naming, imitation, and repetition and diadochokinesis). The test was developed for children aged 2;0 (years;months) to 17;11 and is administered fully online. In the future, the instrument can be used to provide a timely and accurate diagnosis of SSDs.

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