Executive functions and the contribution of short-term memory span in children with specific language impairment.

Lukács, Ágnes; Ladányi, Enikő; Fazekas, K.; Kemény, Ferenc

doi:10.1037/neu0000232

Cited by 53 publications

(64 citation statements)

References 48 publications

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“…This domain‐general hypothesis presumes that under high‐demand conditions, the executive system draws resources from the phonological system, the visual‐spatial system or the general system (i.e., the long‐term memory, see Baddeley & Logie, ). In line with the domain‐general hypothesis, more general working memory deficits become evident in language‐disordered children (Lukács, Ladányi, Fazekas, & Kemény, ; Vugs, Cuperus, Hendriks, & Verhoeven, ).…”

Section: Introductionmentioning

confidence: 70%

School‐age outcomes of late‐talking toddlers: Long‐term effects of an early lexical deficit

Großheinrich

Schulte‐Körne

Marschik

et al. 2019

Developmental Science

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Background:Early intervention for children identified as late talkers (LTs) at the age of 24 months is still a controversial issue in research and clinical routine. Previous studies have shown inconsistent results regarding predictors of early lexical deficits on school-age outcomes of late-talking toddlers. Methods:In a five-wave follow-up study, we investigated various aspects of language and literacy abilities in 39 German-speaking third-graders who had been identified as LTs at the age of 24 months, compared to 39 typically developing children (TDC) also attending the third grade. The duration of auditory sensory memory was examined at the age of 4 years using mismatch negativity (MMN) of tones -an eventrelated potential not confounded by any language skill. In addition, the predictive value of memory performance was examined in a longitudinal perspective. Results:Overall, LTs scored within normal range in language and literacy assessments. However, LTs differed from TDC in vocabulary size, verbalization of semantic relations, non-word repetition, and spelling. The findings can be explained by phonological working memory. The duration of auditory sensory memory and spatial working memory did not account for any variance.Conclusions: LTs sustain persistent phonological processing limitations even though their native language and literacy performance lay within the normal range at school age. Further research on second language acquisition, academic achievements, and the efficacy of early intervention in late-talking toddlers is recommended. K E Y W O R D Slanguage impairment, late talker, MMN, phonological working memory, vocabulary

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Section: Introductionmentioning

confidence: 70%

School‐age outcomes of late‐talking toddlers: Long‐term effects of an early lexical deficit

Großheinrich

Schulte‐Körne

Marschik

et al. 2019

Developmental Science

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“…The choice of predictors in the third step was determined a priori based on findings in previous literature showing that fluid intelligence and verbal shortterm memory impact vocabulary development (Baddeley, 2003;Paradis, 2011) and are related to executive function (Friedman et al, 2006;Lukács, Ladányi, Fazekas, & Kemény, 2016). For similar reasons, the child-external factor, parental education, was added (Ardilla, Rosselli, Matute, & Guajardo, 2010;Hoff, 2006).…”

Section: Discussionmentioning

confidence: 99%

Domain‐General Cognitive Ability Predicts Bilingual Children's Receptive Vocabulary in the Majority Language

Blom

2019

Language Learning

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This study investigated the influence of cognitive ability on bilingual children's vocabulary development in both their languages. Sixty‐nine bilingual immigrant children participated, with data collected at three annual intervals. At Time 1, the participants were 5 or 6 years old. Receptive vocabulary was tested in the minority (Turkish, Tarifit) and majority (Dutch) languages. Cognitive measures targeted working memory, selective attention, and executive attention. Cross‐lagged correlations were computed to establish the directionality of relationships. Significant partial correlations were followed by stepwise multiple regression analyses in which further control was exerted. Results showed that cognitive ability predicted receptive vocabulary 1 year later. Sequential relationships were found for the majority language only, and attention was more important than working memory. The differential patterns for the two languages set the stage for future research comparing the impact of context, timing, and type of learning on the relationship between cognition and vocabulary development.

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“…Previous studies have shown inconsistent results regarding inhibition deficits in children with DLD. Some studies (Bishop & Norbury, 2005;Ebert & Kohnert, 2011;Finneran, Francis, & Leonard, 2009;Henry et al, 2011;Pauls & Archibald, 2016;Spaulding, 2010) pointed out difficulties in children with DLD compared to their typically developing (TD) peers, whereas other studies (Hanson & Montgomery, 2002;Lukács et al, 2016;Marton et al, 2012;Noterdaeme et al, 2001) did not demonstrate differences between these groups. This divergence could be due to the various tasks used to measure inhibition (Pauls & Archibald, 2016).…”

Section: Executive Functions In Children With Dldmentioning

confidence: 99%

Phonographic spelling errors in developmental language disorder: Insights from executive functions

Godin¹,

Gagné²,

Chapleau³

2018

Neuroed

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The present study examined the executive functions and spelling performance of children with developmental language disorder (DLD) over a school year. Through a fine-grained spelling error analysis, we investigated whether the measured executive functions would distinguish children's spelling profiles. The study comprised three groups: the DLD-S group (aged 7-9 years), including children with DLD matched on the total number of spelling errors produced on a dictation task with a typically developing group (n = 8); the DLD-AM group (aged 7-9 years), including children with DLD matched on chronological age and phonological awareness skills with the DLD-S group (n = 8); and the typically developing group (n = 16; aged 7-8 years). The results indicated that both DLD groups tended to produce more phonographic errors (i.e., spelling errors that change the phonology of the word) even if the DLD-S group produced a similar number of errors in comparison with the typically developing group. In particular, the DLD-AM group made more phoneme omissions than the other groups. The DLD-AM group also had the smallest spelling improvement over the school year and the weakest updating ability. In contrast, all groups had similar inhibition and cognitive flexibility abilities. This may indicate that some children with DLD present limitations in updating, which may lead to a slower spelling acquisition and a greater number of phonographic errors. Language impairments affect and delay spelling acquisition, and the presence of an updating deficit may exacerbate this delay.

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Executive functions and the contribution of short-term memory span in children with specific language impairment.

Cited by 53 publications

References 48 publications

School‐age outcomes of late‐talking toddlers: Long‐term effects of an early lexical deficit

School‐age outcomes of late‐talking toddlers: Long‐term effects of an early lexical deficit

Domain‐General Cognitive Ability Predicts Bilingual Children's Receptive Vocabulary in the Majority Language

Phonographic spelling errors in developmental language disorder: Insights from executive functions

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