Interactions between working memory and language in young children with specific language impairment (SLI)

REFERENCES

• Alloway, T. P. (2007). Manual automatized working memory assessment. Oxford: Pearson.
   Google Scholar
• Alloway, T. P., & Archibald, L. (2008). WM and learning in Children with developmental coordination disorder and specific language impairment. Journal of Learning Disabilities, 42(4), 372–382. doi:10.1177/0022219409335214
   Web of Science ®Google Scholar
• Alloway, T. P., Gathercole, S. E., & Pickering, S. J. (2006). Verbal and visuospatial short-term and working memory in children: Are they separable? Child Development, 77(6), 1698–1716. doi:10.1111/cdev.2006.77.issue-6
   PubMed Web of Science ®Google Scholar
• Archibald, L. M. D., & Gathercole, S. E. (2006). Short-term and working memory in specific language impairment. International Journal of Language & Communication Disorders, 41(6), 675–693. doi:10.1080/13682820500442602
   PubMed Web of Science ®Google Scholar
• Archibald, L. M. D., & Gathercole, S. E. (2007a). The complexities of complex memory span: Storage and processing deficits in specific language impairment. Journal of Memory and Language, 57, 177–194. doi:10.1016/j.jml.2006.11.004
   Web of Science ®Google Scholar
• Archibald, L. M. D., & Gathercole, S. E. (2007b). Nonword repetition in specific language impairment: More than a phonological short-term memory deficit. Psychonomic Bulletin & Review, 14(5), 919–924. doi:10.3758/BF03194122
   PubMed Web of Science ®Google Scholar
• Baddeley, A. (2003). Working memory and language: An overview. Journal of Communication Disorders, 36, 189–208. doi:10.1016/S0021-9924(03)00019-4
   PubMed Web of Science ®Google Scholar
• Baddeley, A. D., & Hitch, G. J. (1974). Working memory. In G. A. Bower (Ed.), Recent advances in learning and motivation (pp. 47–90). New York, NY: Academic Press.
   Google Scholar
• Baird, G., Dworzynski, K., Slonims, V., & Simonoff, E. (2009). Memory impairment in children with language impairment. Developmental Medicine & Child Neurology, 52(6), 535–540.
   PubMed Web of Science ®Google Scholar
• Bavin, E. L., Wilson, P. H., Maruff, P., & Sleeman, F. (2005). Spatio-visual memory of children with specific language impairment: Evidence for generalized processing problems. International Journal of Language & Communication Disorders, 40(3), 319–332. doi:10.1080/13682820400027750
   PubMed Web of Science ®Google Scholar
• Bishop, D. V. M. (1996). Nonword repetition as a behavioural marker for inherited language impairment: Evidence from a twin study. Journal of Child Psychology and Psychiatry, 37(4), 391–403.
   PubMed Web of Science ®Google Scholar
• Bishop, D. V. M. (2002). The role of genes in the etiology of specific language impairment. Journal of Communication Disorders, 35, 311–328. doi:10.1016/S0021-9924(02)00087-4
   PubMed Web of Science ®Google Scholar
• Bishop, D. V. M. (2006). What causes specific language impairment in children? Current Directions in Psychological Science, 15(5), 217–221. doi:10.1111/j.1467-8721.2006.00439.x
   PubMed Web of Science ®Google Scholar
• Botting, N., Psarou, P., Caplin, T., & Nevin, L. (2013). Short-term memory skills in children with specific language impairment. The effect of verbal and nonverbal task content. Topics in Language Disorders, 33(4), 313–327. doi:10.1097/01.TLD.0000437940.01237.51
   Web of Science ®Google Scholar
• Briscoe, J., & Rankin, P. M. (2009). Exploration of a ‘double-jeopardy’ hypothesis within working memory profiles for children with specific language impairment. International Journal of Language & Communication Disorders, 44(2), 236–250. doi:10.1080/13682820802028760
   PubMed Web of Science ®Google Scholar
• Coady, J. A., & Evans, J. L. (2008). Uses and interpretations of non-word repetition tasks in children with and without specific language impairments (SLI). International Journal of Language & Communication Disorders, 43(1), 1–40. doi:10.1080/13682820601116485
   PubMed Web of Science ®Google Scholar
• Conti-Ramsden, G. (2003). Processing and linguistic markers in young children with specific language impairment. Journal of Speech, Language and Hearing Research, 46, 1029–1037.
   PubMed Web of Science ®Google Scholar
• Courage, M. L., & Cowan, N. (2009). Development of WM in infancy and childhood. New York, NY: Psychology Press.
   Google Scholar
• Dunn, L., & Dunn, L. M. (1997). Examiner’s manual for the PPVT-III: Peabody picture vocabulary test (3rd ed.). Circle Pines, MN: American Guidance Service.
   Google Scholar
• Engle, R. W., Tuholski, S. W., Laughlin, J. E., & Conway, A. R. A. (1999). Working memory, short-term memory, and general fluid intelligence: A latent-variable approach. Journal of Experimental Psychology: General, 128, 309–331. doi:10.1037/0096-3445.128.3.309
   PubMed Web of Science ®Google Scholar
• Garon, N., Bryson, S. E., & Smith, I. M. (2008). Executive function in preschoolers: A review using an integrative framework. Psychological Bulletin, 134(1), 31–60. doi:10.1037/0033-2909.134.1.31
   PubMed Web of Science ®Google Scholar
• Gathercole, S. E. (2006). Non-word repetition and word learning: The nature of the relationship. Applied Psycholinguistics, 27, 513–543.
   Web of Science ®Google Scholar
• Gathercole, S. E., & Baddeley, A. D. (1989). Evaluation of the role of phonological STM in the development of vocabulary in children: A longitudinal study. Journal of Memory and Language, 28, 200–213. doi:10.1016/0749-596X(89)90044-2
   Web of Science ®Google Scholar
• Gathercole, S. E., & Baddeley, A. D. (1990). Phonological memory deficits in language disordered children: Is there a causal connection? Journal of Memory and Language, 29, 336–360. doi:10.1016/0749-596X(90)90004-J
   Web of Science ®Google Scholar
• Gathercole, S. E., & Pickering, S. J. (2000). Assessment of working memory in six- and seven-year-old children. Journal of Educational Psychology, 92, 377–390. doi:10.1037/0022-0663.92.2.377
   Web of Science ®Google Scholar
• Gathercole, S. E., Pickering, S. J., Ambridge, B., & Wearing, H. (2004). The structure of working memory from 4 to 15 years of age. Developmental Psychology, 40(2), 177–190. doi:10.1037/0012-1649.40.2.177
   PubMed Web of Science ®Google Scholar
• Gillam, R. B., Cowan, N., & Marler, J. A. (1998). Information processing by school-age children with specific language impairment: Evidence from a modality effect paradigm. Journal of Speech, Language and Hearing Research, 41, 913–926.
   PubMed Web of Science ®Google Scholar
• Gray, S. (2003). Diagnostic accuracy and test-retest reliability of nonword repetition and digit span tasks administered to preschool children with specific language impairment. Journal of Communication Disorders, 36, 129–151. doi:10.1016/S0021-9924(03)00003-0
   PubMed Web of Science ®Google Scholar
• Gray, S. (2006). The relationship between phonological memory, receptive vocabulary and fast mapping in young children with specific language impairment. Journal of Speech, Language and Hearing Research, 49, 955–969.
   PubMed Web of Science ®Google Scholar
• Hair, F., Anderson, R. E., Tatham, R. L., & Black, W. C. (1998). Multivariate data analysis with readings. Upper Saddle River, NJ: Prentice Hall.
   Google Scholar
• Henry, L. A., Messer, D. J., & Nash, G. (2012). Executive functioning in children with specific language impairment. Journal of Child Psychology and Psychiatry, 53(1), 37–45. doi:10.1111/jcpp.2011.53.issue-1
   PubMed Web of Science ®Google Scholar
• Hick, R., Botting, N., & Conti-Ramsden, G. (2005). Cognitive abilities in children with specific language impairment: Consideration of visuo-spatial skills. International Journal of Language & Communication Disorders, 40(2), 137–149. doi:10.1080/13682820400011507
   PubMed Web of Science ®Google Scholar
• Horohov, J. E., & Oetting, J. B. (2004). Effects of input manipulations on the word learning abilities of children with and without specific language impairment. Applied Psycholinguistics, 25, 43–65. doi:10.1017/S0142716404001031
   Web of Science ®Google Scholar
• Hu, L., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling: A Multidisciplinary Journal, 6(1), 1–55. doi:10.1080/10705519909540118
   Web of Science ®Google Scholar
• Injoque-Ricle, I., Barreyro, J. P., & Burin, C. I. (2012). Working memory structure in children: Comparing different models during childhood. Escritos de Psicologia, 5(2), 27–38. doi:10.5231/psy.writ.2012.1904
   Google Scholar
• Jöreskog, K. G., & Sörborn, D. (1996). LISREL 8 user’s reference guide. Chicago, IL: Scientific Software International.
   Google Scholar
• Kline, R. B. (1998). Principles and practice of structural equation modeling. New York, NY: Guilford.
   Google Scholar
• Leonard, L. B. (1998). Children with specific language impairment. Cambridge, MA: MIT Press.
   Google Scholar
• Luciana, M., & Nelson, C. A. (1998). The functional emergence of prefrontally-guided working memory systems in four- to eight-year-old children. Neuropsychologia, 36(3), 273–293. doi:10.1016/S0028-3932(97)00109-7
   PubMed Web of Science ®Google Scholar
• Lum, J. A., Conti-Ramsden, G., Page, D., & Ullman, M. T. (2012). Working, declarative and procedural memory in specific language impairment. Cortex, 48(9), 1138–1154. doi:10.1016/j.cortex.2011.06.001
   PubMed Web of Science ®Google Scholar
• Marton, K. (2008). Visuo-spatial processing and executive functions in children with specific language impairment. International Journal of Language & Communication Disorders, 43(2), 181–200. doi:10.1080/16066350701340719
   PubMed Web of Science ®Google Scholar
• McDonald, J. L. (2008). Grammaticality judgments in children: The role of age, working memory, and phonological ability. Journal of Child Language, 35, 247–268. doi:10.1017/S0305000907008367
   PubMed Web of Science ®Google Scholar
• McDonald, R. P., & Ho, R. M. (2002). Principles and practice in reporting structural equation analyses. Psychological Methods, 7, 64–82. doi:10.1037/1082-989X.7.1.64
   PubMed Web of Science ®Google Scholar
• Menezes, C. G., Takiuchi, N., & Befi-Lopes, D. M. (2007). Visual short-term memory in children with specific language impairment. Pró-Fono Revista de Atualizacao Cientifica, 19(4), 363–370. doi:10.1590/S0104-56872007000400007
   PubMedGoogle Scholar
• Miyake, A., & Shah, P. (Eds.). (1999). Models of working memory: Mechanisms of active maintenance and executive control. New York, NY: Cambridge University Press.
   Google Scholar
• Montgomery, J. W. (2000). Verbal working memory and sentence comprehension in children with specific language impairment. Journal of Speech, Language and Hearing Research, 43, 293–308.
   PubMed Web of Science ®Google Scholar
• Montgomery, J. W. (2002). Understanding the language difficulties of children with specific language impairment: Does verbal working memory matter? American Journal of Speech-Language Pathology, 11, 77–91.
   Web of Science ®Google Scholar
• Montgomery, J. W., Magimairaj, B. M., & Finney, M. C. (2010). Working memory and specific language impairment: An update on the relation and perspectives on assessment and treatment. American Journal of Speech-Language Pathology, 19, 78–94.
   PubMed Web of Science ®Google Scholar
• Nickisch, A., & von Kries, R. (2009). Short-term memory constraints in children with specific language impairment (SLI): Are there differences between receptive and expressive SLI? Journal of Speech, Language and Hearing Research, 52, 578–595.
   PubMed Web of Science ®Google Scholar
• Noonan, N. B., Redmond, S. M., & Archibald, L. M. D. (2014). Contributions of children’s linguistic and working memory proficiencies to their judgments of grammaticality. Journal of Speech, Language and Hearing Research, 57, 979–989.
   PubMed Web of Science ®Google Scholar
• Petrucelli, N., Bavin, E. L., & Bretherton, L. (2012). Children with specific language impairment and resolved late talkers: Working memory profiles at 5 years. Journal of Speech, Language and Hearing Research, 55(6), 1690–1703.
   PubMed Web of Science ®Google Scholar
• Reynell, J. K., & Gruber, C. P. (1990). Reynell developmental language scales. Torrance: Western Psychological Services.
   Google Scholar
• Riccio, C. A., Cash, D. L., & Cohen, M. J. (2007). Learning and memory performance of children with specific language impairment (SLI). Applied Neuropsychology, 14(4), 255–261. doi:10.1080/09084280701719203
   PubMed Web of Science ®Google Scholar
• Schlichting, J. E. P. T., van Eldik, M. C. M., Lutje-Spelberg, H. C., van der Meulen, S., & van der Meulen, B. F. (2003). Schlichting Test voor Taalproductie Handleiding [Manual Schlichting Test for Language Production]. Lisse: Swets & Zeitlinger.
   Google Scholar
• Schlichting, J. E. P. T. (2005). Peabody picture vocabulary test-III-NL Handleiding. Amsterdam: Harcourt assessment.
   Google Scholar
• Shah, P., & Miyake, A. (1996). The separability of working memory resources for spatial thinking and language processing: An individual differences approach. Journal of Experimental Psychology: General, 125, 4–27. doi:10.1037/0096-3445.125.1.4
   PubMed Web of Science ®Google Scholar
• Tellegen, P. J., & Laros, J. A. (1998). De Handleiding en Verantwoording van de SON-R 2.5-7 [Manual and technical report SON-R 2.5-7]. Amsterdam: Hogrefe Uitgevers.
   Google Scholar
• Ullman, J. B. (2001). Structural equation modelling. In B. G. Tabachnick & L. S. Fidell (Eds.), Using multivariate statistics (4th ed., pp. 653–771). New York, NY: Allyn & Bacon.
   Google Scholar
• van de Lely, H. (1996). Specifically language impaired and normally developing children: Verbal passive vs. adjectival passive sentence interpretation. Visuospatial working memory in SLI: A meta-analysis. Research in Developmental Disabilities, 34(9), 2586–2597.
   Google Scholar
• van Eldik, M. C. M., Schlichting, J. E. P. T., Lutje-Spelberg, H. C., van der Meulen, B. F., & van der Meulen, S. (2004). Reynell Test voor Taalbegrip Handleiding [Manual Reynell Developmental Language Scales]. Amsterdam: Harcourt assessment.
   Google Scholar
• Vugs, B., Cuperus, J., Hendriks, M., & Verhoeven, L. (2013). Visuospatial working memory in SLI: A meta-analysis. Research in Developmental Disabilities, 34(9), 2586–2597.
   PubMed Web of Science ®Google Scholar
• Vugs, B., Hendriks, M., Cuperus, J., & Verhoeven, L. (2014). Working memory performance and executive function behaviors in young children with SLI. Research in Developmental Disabilities, 35, 62–74. doi:10.1016/j.ridd.2013.10.022
   PubMed Web of Science ®Google Scholar
• Williams, D., Stott, C. M., Goodyer, I. M., & Sahakian, B. J. (2000). Specific language impairment with or without hyperactivity: Neuropsychological evidence for frontostriatal dysfunction. Developmental Medicine & Child Neurology, 42, 368–375. doi:10.1017/S0012162200000682
   PubMed Web of Science ®Google Scholar