上海交大“985 工程”外语学院二语习得研究平台 > 研究动态 > Spoken sentence comprehension in children with dyslexia and language impairment: The roles of syntax and working memory

Spoken sentence comprehension in children with dyslexia and language impairment: The roles of syntax and working memory

2010-01-17 12:03 来源: 作者:ERIN K. ROBERTSONa1 and MARC F. JOANISSEa2 c1 网友评论 0 条 浏览次数 1917
a1 University of Québec at Montréal

a2 University of Western Ontario

 

 

We examined spoken sentence comprehension in school-age children with developmental dyslexia or language impairment (LI), compared to age-matched and younger controls. Sentence–picture matching tasks were employed under three different working memory (WM) loads, two levels of syntactic difficulty, and two sentence lengths. Phonological short-term memory (STM) skills and their relation to sentence comprehension performance were also examined. When WM load was minimized, the LI group performed more poorly on the sentence comprehension task compared to the age-matched control group and the dyslexic group. Across groups, sentence comprehension performance generally decreased as the WM load increased, but this effect was somewhat more pronounced in the dyslexic group compared to the age-matched group. Moreover, both the LI and dyslexic groups showed poor phonological STM compared to the age-matched control group, and a significant correlation was observed between phonological STM and sentence comprehension performance under demanding WM loads. The results indicate subtle sentence processing difficulties in dyslexia that might be explained as resulting from these children's phonological STM limitations.

(Received May 10 2008)

(Accepted March 14 2009)

Correspondence:

c1 ADDRESS FOR CORRESPONDENCE Marc Joanisse, Department of Psychology, Social Sciences Centre, Room 7336, University of Western Ontario, London, ON N6A 5C2, Canada. E-mail: marcj@uwo.ca

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