Article/Report  |   August 1998
Information Processing by School-Age Children With Specific Language Impairment
Author Notes
Language Disorders / Specific Language Impairment / Language
Article/Report   |   August 1998
Information Processing by School-Age Children With Specific Language Impairment
Journal of Speech, Language, and Hearing Research August 1998, Vol.41, 913-926. doi:10.1044/jslhr.4104.913
History: Accepted 11 Nov 1997 , Received 02 Jun 1997
Journal of Speech, Language, and Hearing Research August 1998, Vol.41, 913-926. doi:10.1044/jslhr.4104.913
History: Accepted 11 Nov 1997 , Received 02 Jun 1997

School-age children with specific language impairment (SLI) and age-matched controls were tested for immediate recall of digits presented visually, auditorily, or audiovisually. Recall tasks compared speaking and pointing response modalities. Each participant was tested at a level that was consistent with her or his auditory short-term memory span. Traditional effects of primacy, recency, and modality (an auditory recall advantage) were obtained for both groups. The groups performed similarly when audiovisual stimuli were paired with a spoken response, but children with SLI had smaller recency effects together with an unusually poor recall when visually presented items were paired with a pointing response. Such results cannot be explained on the basis of an auditory or speech deficit per se, and suggest that children with SLI have difficulty either retaining or using phonological codes, or both, during tasks that require multiple mental operations. Capacity limitations, involving the rapid decay of phonological representations and/or performance limitations related to the use of less demanding and less effective coding and retrieval strategies, could have contributed to the working memory deficiencies in the children with SLI.

Order a Subscription
Pay Per View
Entire Journal of Speech, Language, and Hearing Research content & archive
24-hour access
This Article
24-hour access

Related Articles

Concurrent and Construct Validity of Oral Language Measures With School-Age Children With Specific Language Impairment
Journal of Speech, Language, and Hearing Research December 2011, Vol.54, 1597-1608. doi:10.1044/1092-4388(2011/10-0213)
Grammatical Morphology in School-Age Children With and Without Language Impairment: A Discriminant Function Analysis
Language, Speech, and Hearing Services in Schools October 2011, Vol.42, 550-560. doi:10.1044/0161-1461(2011/10-0029)
Quick Incidental Learning (QUIL) of Words by School-Age Children With and Without SLI
Journal of Speech, Language, and Hearing Research April 1995, Vol.38, 434-445. doi:10.1044/jshr.3802.434
The Fatal Flaw: What It Is and How to Avoid It
Language, Speech, and Hearing Services in Schools January 2011, Vol.42, 1-2. doi:10.1044/0161-1461(2011/ed-01)
Speaking Fundamental Frequency and Individual Variability in Caucasian and African-American School-Aged Children
American Journal of Speech-Language Pathology March 2014, Vol., No Pagination Specified. doi:10.1044/2014_AJSLP-13-0016