Verbal working memory in Specific Language Impairment: The effect of providing visual support

Quail, Michelle; Williams, Cori; Leitão, Suze

doi:10.1080/17549500802495581

Cited by 9 publications

(8 citation statements)

References 43 publications

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“…Backward digit span tasks require children to repeat lists of digits that vary in length in reverse order. Results show that children with SLI, aged 4 to 12 years, have lower backward digit span scores than age-matched controls (Briscoe & Rankin, 2009; Frizelle & Fletcher, 2015; Lum et al, 2012; Vugs et al, 2014; for studies that found trends but not significant differences, see Petruccelli, Bavin, & Bretherton, 2012; Quail, Williams, & Leitão, 2009). Counting span tasks ask children to count the number of objects in successive arrays, and then recall the number of objects in each array at the end of the sequence.…”

Section: Working Memory Deficits In Children With Slimentioning

confidence: 97%

Working memory performance in children with and without specific language impairment in two nonmainstream dialects of English

McDonald

Seidel

Hammarlund

et al. 2017

Applied Psycholinguistics

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Using speakers of either African American English or Southern White English, we asked whether a working memory measure was linguistically unbiased, that is, equally able to distinguish between children with and without specific language impairment (SLI) across dialects, with similar error profiles and similar correlations to standardized test scores. We also examined whether the measure was affected by a child's nonmainstream dialect density. Fifty-three kindergarteners with SLI and 53 typically developing controls (70 African American English, 36 Southern White English) were given a size judgment working memory task, which involved reordering items by physical size before recall, as well as tests of syntax, vocabulary, intelligence, and nonmainstream density. Across dialects, children with SLI earned significantly poorer span scores than controls, and made more nonlist errors. Span and standardized language test performance were correlated; however, they were also both correlated with nonmainstream density. After partialing out density, span continued to differentiate the groups and correlate with syntax measures in both dialects. Thus, working memory performance can distinguish between children with and without SLI and is equally related to syntactic abilities across dialects. However, the correlation between span and nonmainstream dialect density indicates that processing-based verbal working memory tasks may not be as free from linguistic bias as often thought. Additional studies are needed to further explore this relationship.

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Section: Working Memory Deficits In Children With Slimentioning

confidence: 97%

Working memory performance in children with and without specific language impairment in two nonmainstream dialects of English

McDonald

Seidel

Hammarlund

et al. 2017

Applied Psycholinguistics

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“…Adding visual cues to the auditory signal may reduce the working memory load for the processing of audiovisual speech signals for the aforementioned reasons, and there are data to support this (Mousavi et al, 1995; Quail et al, 2009; Brault et al, 2010; Frtusova et al, 2013). Neuroimaging studies have shown that the superior temporal sulcus plays a critical role in audiovisual speech perception in both optimum and degraded listening conditions (Nath and Beauchamp, 2011; Schepers et al, 2013).…”

Section: Cognitive Demands Of Audiovisual Speech Perceptionmentioning

confidence: 99%

Gated audiovisual speech identification in silence vs. noise: effects on time and accuracy

Moradi¹,

Lidestam²,

Rönnberg³

2013

Front. Psychol.

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This study investigated the degree to which audiovisual presentation (compared to auditory-only presentation) affected isolation point (IPs, the amount of time required for the correct identification of speech stimuli using a gating paradigm) in silence and noise conditions. The study expanded on the findings of Moradi et al. (under revision), using the same stimuli, but presented in an audiovisual instead of an auditory-only manner. The results showed that noise impeded the identification of consonants and words (i.e., delayed IPs and lowered accuracy), but not the identification of final words in sentences. In comparison with the previous study by Moradi et al., it can be concluded that the provision of visual cues expedited IPs and increased the accuracy of speech stimuli identification in both silence and noise. The implication of the results is discussed in terms of models for speech understanding.

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“…Moreover, teaching through the art of loving must question why they are teaching, how they are teaching, and then what they are teaching which are known naturally. The lecturers should realize that cognitive development does not happen in the absence of attendant physical, moral, emotional, and spiritual development [20].…”

Section: Lovingmentioning

confidence: 99%

Sharingplus as a Model of Lecturers’ Classroom Discourse in Communicating Learning Tasks to Minangkabaunese Students

Yelfiza¹

2019

Proceedings of the Sixth of International Conference on English Language and Teaching (ICOELT 2018)

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Fundamentally Minangkabaunese students are those who can work industriously and seriously in accomplishing their tasks. However, currently, they prefer getting something instantaneously without considering the quality. The fact attracted researcher to investigate how to make them back to basic character. This paper analyzes a model of discourse and how to implement it at university level. Therefore, six lecturers who taught at English Department at Teacher College Sumatera Barat, which is called STKIP PGRI Sumatera Barat, along with their students, were selected as participants. They were selected purposively. Data were collected by using video recording and by interviewing them and analyzed by following qualitative analysis. Findings can be described that SHARINGPLUS (Stimulating, Handled with consensus, Appropriateness-based, Revising, Illustrating, Negotiating, Goal-oriented, Patient, Loving, Unforgettable, and Sympathetic) model is appropriate to apply when communicating learning tasks to Minangkabaunese students. Therefore, those who want to make students study hard can adapt the model based on the existing situation and condition.

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Verbal working memory in Specific Language Impairment: The effect of providing visual support

Cited by 9 publications

References 43 publications

Working memory performance in children with and without specific language impairment in two nonmainstream dialects of English

Working memory performance in children with and without specific language impairment in two nonmainstream dialects of English

Gated audiovisual speech identification in silence vs. noise: effects on time and accuracy

Sharingplus as a Model of Lecturers’ Classroom Discourse in Communicating Learning Tasks to Minangkabaunese Students

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