JSLHR
HOME HELP FEEDBACK SUBSCRIPTIONS ARCHIVE SEARCH TABLE OF CONTENTS
QUICK SEARCH:   [advanced]


     

Journal of Speech, Language, and Hearing Research Vol.41 913-926 August 1998.
© American Speech-Language-Hearing Association
This Article
Right arrow Full Text (PDF)
Right arrow Alert me when this article is cited
Right arrow Alert me if a correction is posted
Services
Right arrow Email this article to a friend
Right arrow Similar articles in this journal
Right arrow Similar articles in PubMed
Right arrow Alert me to new issues of the journal
Right arrow My Folders
Right arrow Download to citation manager
Right arrow reprints & permissions
Citing Articles
Right arrow Citing Articles via HighWire
Right arrow Citing Articles via Google Scholar
Google Scholar
Right arrow Articles by Gillam, R. B.
Right arrow Articles by Marler, J. A.
Right arrow Search for Related Content
PubMed
Right arrow PubMed Citation
Right arrow Articles by Gillam, R. B.
Right arrow Articles by Marler, J. A.

Information Processing by School-Age Children With Specific Language Impairment

Evidence From a Modality Effect Paradigm

Ronald B. Gillam 1
Nelson Cowan 2

Jeffrey A. Marler 1
1 University of Texas-Austin
2 University of Missouri-Columbia

rgillam{at}mail.utexas.edu

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.

KEY WORDS: specific language impairment, memory, phonological coding, capacity limitations, retrieval strategies

Submitted on June 2, 1997
Accepted on November 11, 1997




This article has been cited by other articles:


Home page
 JSLHRHome page
J. A. G. Lum and E. L. Bavin
Analysis and Control in Children With SLI
J Speech Lang Hear Res, December 1, 2007; 50(6): 1618 - 1630.
[Abstract] [Full Text] [PDF]

Home page
 JSLHRHome page
L. B. Leonard, S. Ellis Weismer, C. A. Miller, D. J. Francis, J. B. Tomblin, and R. V. Kail
Speed of Processing, Working Memory, and Language Impairment in Children
J Speech Lang Hear Res, April 1, 2007; 50(2): 408 - 428.
[Abstract] [Full Text] [PDF]

Home page
 JSLHRHome page
E. D. Pena, R. B. Gillam, M. Malek, R. Ruiz-Felter, M. Resendiz, C. Fiestas, and T. Sabel
Dynamic Assessment of School-Age Children's Narrative Ability: An Experimental Investigation of Classification Accuracy.
J Speech Lang Hear Res, October 1, 2006; 49(5): 1037 - 1057.
[Abstract] [Full Text] [PDF]


HOME HELP FEEDBACK SUBSCRIPTIONS ARCHIVE SEARCH TABLE OF CONTENTS
All ASHA Journals AJA AJSLP JSLHR LSHSS
Copyright © 1998 by the American Speech-Language-Hearing Association.