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Susan E Gathercole - One of the best experts on this subject based on the ideXlab platform.
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nonword repetition in specific language impairment more than a Phonological short term Memory deficit
Psychonomic Bulletin & Review, 2007Co-Authors: Lisa M. D. Archibald, Susan E GathercoleAbstract:The possible role of Phonological Short-Term Memory in the nonword repetition deficit of children with specific language impairment (SLI) was investigated in a study comparing serial recall and nonword repetition of sequences of auditorily presented CV syllables. The SLI group showed impairments in both serial recall and nonword repetition relative to typically developing children of the same age, however the SLI deficit in nonword repetition was greater and persisted even when differences on an independent measure of Short-Term Memory were taken into account. These findings cannot be readily explained in terms of a sole deficit in Short-Term Memory, and point instead to differences between the serial recall and nonword repetition paradigms as potential factors contributing to this disorder of learning.
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Nonword repetition and serial recall: Equivalent measures of verbal Short-Term Memory?
Applied Psycholinguistics, 2007Co-Authors: Lisa M. D. Archibald, Susan E GathercoleAbstract:Evidence that the abilities to repeat nonwords and to learn language are very closely related to one another has led to widespread interest in the cognitive processes underlying nonword repetition. One suggestion is that nonword repetition is a relatively pure measure of Phonological Short-Term Memory closely associated with other measures of Short-Term Memory such as serial recall. The present study compared serial recall of lists of monosyllabic nonwords and repetition of matched Phonological forms presented as a multisyllabic nonword in typically developing school-age children. Results revealed that whereas both serial recall and nonword repetition responses showed classic Short-Term Memory characteristics such as a serial position curve and decreasing accuracy with increasing sequence length, nonword repetition was associated with more accurate repetition overall and errors that were more closely matched to the target. Consonants benefited from nonword repetition to a greater extent than vowels. These findings indicate that factors in addition to Short-Term Memory support retention in nonword repetition. It is suggested that coarticulatory and prosodic cues may play important roles in the recall of multisyllabic Phonological forms.
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working Memory and Phonological awareness as predictors of progress towards early learning goals at school entry
British Journal of Development Psychology, 2005Co-Authors: Tracy Packiam Alloway, Susan E Gathercole, Annemarie Adams, Catherine Willis, Rachel Eaglen, Emily LamontAbstract:This study investigates whether working Memory skills of children are related to teacher ratings of their progress towards learning goals at the time of school entry, at 4 or 5 years of age. A sample of 194 children was tested on measures of working Memory, Phonological awareness, and non-verbal ability, in addition to the school-based baseline assessments in the areas of reading, writing, mathematics, speaking and listening, and personal and social development. Various aspects of cognitive functioning formed unique associations with baseline assessments; for example complex Memory span with rated writing skills, Phonological Short-Term Memory with both reading and speaking and listening skills, and sentence repetition scores with both mathematics and personal and social skills. Rated reading skills were also uniquely associated with Phonological awareness scores. The findings indicate that the capacity to store and process material over short periods of time, referred to as working Memory, and also the awareness of Phonological structure, may play a crucial role in key learning areas for children at the beginning of formal education.
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cognitive approaches to the development of short term Memory
Trends in Cognitive Sciences, 1999Co-Authors: Susan E GathercoleAbstract:The capacity to retain information for brief periods of time increases dramatically during the childhood years. The increases in temporary storage of speech-based material that take place in the period spanning the pre-school years and adolescence reflect complex changes in many of the different component processes, including perceptual analysis, construction and maintenance of a Memory trace, retention of order information, rehearsal, retrieval and redintegration. Another crucial capacity that undergoes a similar striking development is complex working Memory, the ability to manipulate and store material simultaneously. Possible sources of age-related changes in working Memory include increases in processing efficiency and attentional capacity, and task-switching. These two Short-Term Memory systems might play significant but distinct roles in supporting the acquisition of knowledge and skills during childhood. Whereas Phonological Short-Term Memory is linked specifically with the learning of the Phonological structures of new words, complex working Memory appears to support processing and learning in a wide range of contexts, in both childhood and adulthood.
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Phonological short term Memory and vocabulary development further evidence on the nature of the relationship
Applied Cognitive Psychology, 1999Co-Authors: Susan E Gathercole, Graham J Hitch, Annemarie Adams, Amanda J MartinAbstract:The nature and generality of the developmental association between Phonological Short-Term Memory and vocabulary knowledge was explored in two studies. Study 1 investigated whether the link between vocabulary and verbal Memory arises from the requirement to articulate Memory items at recall or from earlier processes involved in the encoding and storage of the verbal material. Four-year-old children were tested on immediate Memory measures which required either spoken recall (nonword repetition and digit span) or recognition of a sequence of nonwords. The Phonological Memory-vocabulary association was found to be as strong for the serial recognition as recall-based measures, favouring the view that it is Phonological Short-Term Memory capacity rather than speech output skills which constrain word learning. In Study 2, the association between Phonological Memory skills and vocabulary knowledge was found to be strong in teenaged as well as younger children, indicating that Phonological Memory constraints on word learning remain significant throughout childhood.
Dorothy V. M. Bishop - One of the best experts on this subject based on the ideXlab platform.
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Duration of auditory sensory Memory in parents of children with SLI: a mismatch negativity study.
Brain and language, 2007Co-Authors: Johanna G. Barry, Mervyn J. Hardiman, Elizabeth Line, Katherine B. White, Ifat Yasin, Dorothy V. M. BishopAbstract:In a previous behavioral study, we showed that parents of children with SLI had a subclinical deficit in Phonological Short-Term Memory. Here, we tested the hypothesis that they also have a deficit in nonverbal auditory sensory Memory. We measured auditory sensory Memory using a paradigm involving an electrophysiological component called the mismatch negativity (MMN). The MMN is a measure of the brain's ability to detect a difference between a frequent standard stimulus (1000 Hz tone) and a rare deviant one (1200 Hz tone). Memory effects were assessed by varying the inter-stimulus interval (ISI) between the standard and deviant. We predicted that parents of children with SLI would have a smaller MMN than parents of typically developing children at a long ISI (3000 ms), but not at a short one (800 ms). This was broadly confirmed. However, individual differences in MMN amplitude did not correlate with measures of Phonological Short-Term Memory. Attenuation of MMN amplitude at the longer ISI thus did not provide unambiguous support for the hypothesis of a reduced auditory sensory Memory in parents of affected children. We conclude by reviewing possible explanations for the observed group effects.
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developmental cognitive genetics how psychology can inform genetics and vice versa
Quarterly Journal of Experimental Psychology, 2006Co-Authors: Dorothy V. M. BishopAbstract:Developmental neuropsychology is concerned with uncovering the underlying basis of developmental disorders such as specific language impairment (SLI), developmental dyslexia, and autistic disorder. Twin and family studies indicate that genetic influences play an important part in the aetiology of all of these disorders, yet progress in identifying genes has been slow. One way forward is to cut loose from conventional clinical criteria for diagnosing disorders and to focus instead on measures of underlying cognitive mechanisms. Psychology can inform genetics by clarifying what the key dimensions are for heritable phenotypes. However, it is not a one-way street. By using genetically informative designs, one can gain insights about causal relationships between different cognitive deficits. For instance, it has been suggested that low-level auditory deficits cause Phonological problems in SLI. However, a twin study showed that, although both types of deficit occur in SLI, they have quite different origins, with environmental factors more important for auditory deficit, and genes more important for deficient Phonological Short-Term Memory. Another study found that morphosyntactic deficits in SLI are also highly heritable, but have different genetic origins from impairments of Phonological Short-Term Memory. A genetic perspective shows that a search for the underlying cause of developmental disorders may be misguided, because they are complex and heterogeneous and are associated with multiple risk factors that only cause serious disability when they occur in combination.
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the role of genes in the etiology of specific language impairment
Journal of Communication Disorders, 2002Co-Authors: Dorothy V. M. BishopAbstract:Abstract Although specific language impairment (SLI) often runs in families, most pedigrees are not consistent with a single defective gene. Before progress can be made in molecular genetics, we need a better understanding of which aspects of SLI are heritable. Twin studies are useful in allowing us to distinguish genetic from environmental influences. This point is illustrated with a study in which twins were given tests of nonword repetition (regarded as an index of Phonological Short-Term Memory) and auditory processing. Children with SLI were impaired on both measures, but these deficits had different origins. Auditory processing problems showed no evidence of genetic influence, whereas the nonword repetition deficit was highly heritable. Future genetic studies of SLI may be most effective if they use measures of underlying cognitive processes, rather than relying on conventional psychometric definitions of disorder. Learning outcomes Information in this manuscript will serve to (1) equip readers with an elementary understanding of methods used in molecular genetic studies of language impairment; (2) familiarise readers with the logic of twin studies in behavioural genetics, using both categorical and quantitative methods; (3) illustrate the importance of phenotype definition for genetic research, and the usefulness of genetic methods in illuminating theoretical relationships between deficits associated with SLI; (4) show how genetically informative methods can be used to study environmental as well as genetic influences on impairment.
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the role of genes in the etiology of specific language impairment
Journal of Communication Disorders, 2002Co-Authors: Dorothy V. M. BishopAbstract:UNLABELLED: Although specific language impairment (SLI) often runs in families, most pedigrees are not consistent with a single defective gene. Before progress can be made in molecular genetics, we need a better understanding of which aspects of SLI are heritable. Twin studies are useful in allowing us to distinguish genetic from environmental influences. This point is illustrated with a study in which twins were given tests of nonword repetition (regarded as an index of Phonological Short-Term Memory) and auditory processing. Children with SLI were impaired on both measures, but these deficits had different origins. Auditory processing problems showed no evidence of genetic influence, whereas the nonword repetition deficit was highly heritable. Future genetic studies of SLI may be most effective if they use measures of underlying cognitive processes, rather than relying on conventional psychometric definitions of disorder. LEARNING OUTCOMES: Information in this manuscript will serve to (1) equip readers with an elementary understanding of methods used in molecular genetic studies of language impairment; (2) familiarise readers with the logic of twin studies in behavioural genetics, using both categorical and quantitative methods; (3) illustrate the importance of phenotype definition for genetic research, and the usefulness of genetic methods in illuminating theoretical relationships between deficits associated with SLI; (4) show how genetically informative methods can be used to study environmental as well as genetic influences on impairment.
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Phonological processing language and literacy a comparison of children with mild to moderate sensorineural hearing loss and those with specific language impairment
Journal of Child Psychology and Psychiatry, 2001Co-Authors: Josie Briscoe, Dorothy V. M. Bishop, Courtenay Frazier NorburyAbstract:Phonological skills, language ability, and literacy scores were compared for four groups: 19 children with mild-to-moderate sensorineural hearing loss (SNH), 20 children with specific language impairment (SLI), 20 controls matched on chronological age to the SNH group (CA), and 15 controls matched on receptive vocabulary level to a subset of the SLI group (CB). In common with the SLI group, mean scores of children with mild-to-moderate hearing loss were significantly poorer on tests of Phonological Short-Term Memory, Phonological discrimination, and Phonological awareness than CA controls. No differences between group means were observed in SNH and CA control groups on vocabulary, digit and sentence recall, sentence comprehension, and literacy scores. However, there was considerable individual variation within the SNH group. Nearly 50% of the SNH group showed Phonological impairment associated with poorer expressive and receptive vocabulary and higher hearing thresholds than remaining children without Phonological impairment. Nonword repetition deficits were observed in SNH subgroups with and without Phonological impairment and were of a similar magnitude to those observed in children with SLI. Indeed, poorer repetition in children with SLI could only be differentiated from children with SNH on Phonologically complex nonwords. Overall, findings suggested major problems in nonword repetition and Phonological impairment occurred without clinically significant deficits in wider language and literacy abilities in children with mild-to-moderate sensorineural hearing loss. Implications for theories of SLI are discussed.
Lisa M. D. Archibald - One of the best experts on this subject based on the ideXlab platform.
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motor control and nonword repetition in specific working Memory impairment and sli
Topics in Language Disorders, 2013Co-Authors: Lisa M. D. Archibald, Marc F Joanisse, Benjamin MunsonAbstract:PURPOSE Debate around the underlying cognitive factors leading to poor performance in the repetition of nonwords by children with developmental impairments in language has centered around Phonological Short-Term Memory, lexical knowledge, and other factors. The present study examined the impact of motor-control demands on nonword repetition in groups of school children with specific impairments in either language, working Memory, or both. METHOD Children repeated two lists of nonwords matched for motoric complexity either without constraint, or with a gummi bear bite block held between their teeth. The bite block required motoric compensation to reorganize the motor plan for speech production. RESULTS Overall, the effect of the biomechanical constraint was very small for all groups. When analyses focused only on the most complex nonwords, children with language impairment were found to be significantly more impaired in the motorically constrained nonword repetition task than the typically developing group. In contrast, working Memory difficulties were not differentially linked to motor condition. CONCLUSIONS These findings add to the growing evidence that there is a motoric component to developmental language disorders. The results also suggest that the role of speech motor skill in nonword repetition is relatively modest.
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how is Phonological processing related to individual differences in children s arithmetic skills
Developmental Science, 2010Co-Authors: Bert De Smedt, Lisa M. D. Archibald, Jessica Taylor, Daniel AnsariAbstract:While there is evidence for an association between the development of reading and arithmetic, the precise locus of this relationship remains to be determined. Findings from cognitive neuroscience research that point to shared neural correlates for Phonological processing and arithmetic as well as recent behavioral evidence led to the present hypothesis that there exists a highly specific association between Phonological awareness and single-digit arithmetic with relatively small problem sizes. The present study examined this association in 37 typically developing fourth and fifth grade children. Regression analyses revealed that Phonological awareness was specifically and uniquely related to arithmetic problems with a small but not large problem size. Further analysis indicated that problems with a high probability of being solved by retrieval, but not those typically associated with procedural problem-solving strategies, are correlated with Phonological awareness. The specific association between Phonological awareness and arithmetic problems with a small problem size and those for which a retrieval strategy is most common was maintained even after controlling for general reading ability and Phonological Short-Term Memory. The present findings indicate that the quality of children's long-term Phonological representations mediates individual differences in single-digit arithmetic, suggesting that more distinct long-term Phonological representations are related to more efficient arithmetic fact retrieval.
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nonword repetition in specific language impairment more than a Phonological short term Memory deficit
Psychonomic Bulletin & Review, 2007Co-Authors: Lisa M. D. Archibald, Susan E GathercoleAbstract:The possible role of Phonological Short-Term Memory in the nonword repetition deficit of children with specific language impairment (SLI) was investigated in a study comparing serial recall and nonword repetition of sequences of auditorily presented CV syllables. The SLI group showed impairments in both serial recall and nonword repetition relative to typically developing children of the same age, however the SLI deficit in nonword repetition was greater and persisted even when differences on an independent measure of Short-Term Memory were taken into account. These findings cannot be readily explained in terms of a sole deficit in Short-Term Memory, and point instead to differences between the serial recall and nonword repetition paradigms as potential factors contributing to this disorder of learning.
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Nonword repetition and serial recall: Equivalent measures of verbal Short-Term Memory?
Applied Psycholinguistics, 2007Co-Authors: Lisa M. D. Archibald, Susan E GathercoleAbstract:Evidence that the abilities to repeat nonwords and to learn language are very closely related to one another has led to widespread interest in the cognitive processes underlying nonword repetition. One suggestion is that nonword repetition is a relatively pure measure of Phonological Short-Term Memory closely associated with other measures of Short-Term Memory such as serial recall. The present study compared serial recall of lists of monosyllabic nonwords and repetition of matched Phonological forms presented as a multisyllabic nonword in typically developing school-age children. Results revealed that whereas both serial recall and nonword repetition responses showed classic Short-Term Memory characteristics such as a serial position curve and decreasing accuracy with increasing sequence length, nonword repetition was associated with more accurate repetition overall and errors that were more closely matched to the target. Consonants benefited from nonword repetition to a greater extent than vowels. These findings indicate that factors in addition to Short-Term Memory support retention in nonword repetition. It is suggested that coarticulatory and prosodic cues may play important roles in the recall of multisyllabic Phonological forms.
Randi C. Martin - One of the best experts on this subject based on the ideXlab platform.
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Relations between Short-Term Memory deficits, semantic processing, and executive function
Aphasiology, 2012Co-Authors: Corinne Allen, Randi C. Martin, Nadine MartinAbstract:Background: Previous research has suggested separable Short-Term Memory (STM) buffers for the maintenance of Phonological and lexical-semantic information, as some patients with aphasia show better ability to retain semantic than Phonological information and others show the reverse. Recently researchers have proposed that deficits to the maintenance of semantic information in STM are related to executive control abilities. Aims: The present study investigated the relationship of executive function abilities with semantic and Phonological Short-Term Memory (STM) and semantic processing in such patients, as some previous research has suggested that semantic STM deficits and semantic processing abilities are critically related to specific or general executive function deficits. Method & Procedures: A total of 20 patients with aphasia and STM deficits were tested on measures of Short-Term retention, semantic processing, and both complex and simple executive function tasks. Outcome & Results: In correlational ...
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semantic and Phonological information in sentence recall converging psycholinguistic and neuropsychological evidence
Cognitive Neuropsychology, 2011Co-Authors: Judith Schweppe, Ralf Rummer, Tobias Bormann, Randi C. MartinAbstract:We present one experiment and a neuropsychological case study to investigate to what extent Phonological and semantic representations contribute to Short-Term sentence recall. We modified Potter and Lombardi's (1990) intrusion paradigm, in which retention of a list interferes with sentence recall such that on the list a semantically related lure is presented, which is expected to intrude into sentence recall. In our version, lure words are either semantically related to target words in the sentence or semantically plus Phonologically related. With healthy participants, intrusions are more frequent when lure and target overlap Phonologically in addition to semantically than when they solely overlap semantically. When this paradigm is applied to a patient with a Phonological Short-Term Memory impairment, both lure types induce the same amount of intrusions. These findings indicate that usually Phonological information is retained in sentence recall in addition to semantic information.
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A Developmental Phonological Short-Term Memory Deficit: A Case Study
Brain and cognition, 2001Co-Authors: Gerri Hanten, Randi C. MartinAbstract:A developmental case of Phonological Short-Term Memory deficit was studied in a highly educated subject. The subject, BS, who had obtained a Ph.D. in molecular biology, demonstrated striking deficits on some Short-Term Memory tasks, particularly for auditorily presented nonword lists. With visual presentation and with meaningful words, he often scored at a normal level. The results indicate a deficit in retaining Phonological information but an ability to use visual, lexical, and semantic information to boost recall. Despite this Phonological Short-Term Memory deficit, BS scored at a normal level on a syntactic comprehension test and on reading of nonwords. He was impaired, however, on repeated list learning, learning of foreign vocabulary, and transcribing dictated materials. The implications of these results for models of Short-Term Memory and the uses of Phonological retention in cognitive processing are discussed.
Sophie K Scott - One of the best experts on this subject based on the ideXlab platform.
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neural correlates of sublexical processing in Phonological working Memory
Journal of Cognitive Neuroscience, 2011Co-Authors: Carolyn Mcgettigan, Chloe Marshall, Jane E Warren, Frank Eisner, Pradheep Shanmugalingam, Sophie K ScottAbstract:This study investigated links between working Memory and speech processing systems. We used delayed pseudoword repetition in fMRI to investigate the neural correlates of sublexical structure in Phonological working Memory (pWM). We orthogonally varied the number of syllables and consonant clusters in auditory pseudowords and measured the neural responses to these manipulations under conditions of covert rehearsal (Experiment 1). A left-dominant network of temporal and motor cortex showed increased activity for longer items, with motor cortex only showing greater activity concomitant with adding consonant clusters. An individual-differences analysis revealed a significant positive relationship between activity in the angular gyrus and the hippocampus, and accuracy on pseudoword repetition. As models of pWM stipulate that its neural correlates should be activated during both perception and production/rehearsal [Buchsbaum, B. R., & D'Esposito, M. The search for the Phonological store: From loop to convolution. Journal of Cognitive Neuroscience, 20, 762-778, 2008; Jacquemot, C., & Scott, S. K. What is the relationship between Phonological Short-Term Memory and speech processing? Trends in Cognitive Sciences, 10, 480-486, 2006; Baddeley, A. D., & Hitch, G. Working Memory. In G. H. Bower (Ed.), The psychology of learning and motivation: Advances in research and theory (Vol. 8, pp. 47-89). New York: Academic Press, 1974], we further assessed the effects of the two factors in a separate passive listening experiment (Experiment 2). In this experiment, the effect of the number of syllables was concentrated in posterior-medial regions of the supratemporal plane bilaterally, although there was no evidence of a significant response to added clusters. Taken together, the results identify the planum temporale as a key region in pWM; within this region, representations are likely to take the form of auditory or audiomotor "templates" or "chunks" at the level of the syllable [Papoutsi, M., de Zwart, J. A., Jansma, J. M., Pickering, M. J., Bednar, J. A., & Horwitz, B. From phonemes to articulatory codes: an fMRI study of the role of Broca's area in speech production. Cerebral Cortex, 19, 2156-2165, 2009; Warren, J. E., Wise, R. J. S., & Warren, J. D. Sounds do-able: auditory-motor transformations and the posterior temporal plane. Trends in Neurosciences, 28, 636-643, 2005; Griffiths, T. D., & Warren, J. D. The planum temporale as a computational hub. Trends in Neurosciences, 25, 348-353, 2002], whereas more lateral structures on the STG may deal with phonetic analysis of the auditory input [Hickok, G. The functional neuroanatomy of language. Physics of Life Reviews, 6, 121-143, 2009].
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What is the relationship between Phonological Short-Term Memory and speech processing?
Trends in Cognitive Sciences, 2006Co-Authors: Charlotte Jacquemot, Sophie K ScottAbstract:Traditionally, models of speech comprehension and production do not depend on concepts and processes from the Phonological Short-Term Memory (pSTM) literature. Likewise, in working Memory research, pSTM is considered to be a language-independent system that facilitates language acquisition rather than speech processing per se. We discuss couplings between pSTM, speech perception and speech production, and we propose that pSTM arises from the cycling of information between two Phonological buffers, one involved in speech perception and one in speech production. We discuss the specific role of these processes in speech processing, and argue that models of speech perception and production, and our understanding of their neural bases, will benefit from incorporating them.
