Sustained Attention in Developmental Language Disorder and Its Relation to Working Memory and Language

Autor/inn/en	Smolak, Erin; McGregor, Karla K.; Arbisi-Kelm, Tim; Eden, Nichole
Titel	Sustained Attention in Developmental Language Disorder and Its Relation to Working Memory and Language
Quelle	In: Journal of Speech, Language, and Hearing Research, 63 (2020) 12, S.4096-4108 (13 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Smolak, Erin) ORCID (McGregor, Karla K.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1092-4388
Schlagwörter	Attention Control; Developmental Disabilities; Language Impairments; Short Term Memory; Language Skills; Children; Language Tests; Intelligence Tests; Task Analysis; Executive Function; Wechsler Abbreviated Scale of Intelligence + Suchen Sie Ihr Suchwort? Aufmerksamkeitstest; Entwicklungsstörung; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Kurzzeitgedächtnis; Language skill; Sprachkompetenz; Child; Kind; Kinder; Language test; Sprachtest; Intelligence test; Intelligenztest; Aufgabenanalyse
Abstract	Purpose: Based on evidence of deficits in domain-general cognitive abilities associated with developmental language disorder (DLD), the current study examined sustained attention performance in children with DLD compared to children with typical language development (TLD) and the interrelations between visual-spatial sustained attention, visual-spatial working memory, and language abilities across groups. Method: Participants included 67 children at 7 years of age: 25 children with DLD (13 girls and 12 boys) and 42 children with TLD (23 girls and 19 boys). We assessed children's visual-spatial sustained attention, visual--spatial working memory, and language ability on a test of narrative language. Result: Children with DLD scored significantly below their peers on a measure of visual-spatial sustained attention. Significant intercorrelations were observed between sustained attention, working memory, and language ability within the DLD group, but no correlations were observed between these measures in the TLD group. Conclusion: Children with DLD have domain-general deficits in sustained attention, and correlational results have implications for whether and how language abilities are supported by domain-general cognition in both typical and disordered development. (As Provided).
Anmerkungen	American Speech-Language-Hearing Association. 2200 Research Blvd #250, Rockville, MD 20850. Tel: 301-296-5700; Fax: 301-296-8580; e-mail: slhr@asha.org; Web site: http://jslhr.pubs.asha.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01