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Relationship between working memory and complex syntax in children with Developmental Language Disorder

Published online by Cambridge University Press:  28 November 2019

Hélène DELAGE  and
Ulrich Hans FRAUENFELDER
Hélène DELAGE*
Affiliation:
University of Geneva, Geneva, Switzerland – Faculty of Psychology and Educational Sciences
Ulrich Hans FRAUENFELDER
Affiliation:
University of Geneva, Geneva, Switzerland – Faculty of Psychology and Educational Sciences
*
*Corresponding author. University of Geneva, Geneva, Switzerland – Faculty of Psychology and Educational Sciences, 40 boulevard du Pont d'Arve – 1211 GENEVE 4 – Switzerland. Tel: 0041 22 379 9170; E-mail: [email protected]
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Abstract

Some theories of Developmental Language Disorder (DLD) explain the linguistic deficits observed in terms of limitations in non-linguistic cognitive systems such as working memory. The goal of this research is to clarify the relationship between working memory and the processing of complex sentences by exploring the performance of 28 French-speaking children with DLD aged five to fourteen years and 48 typically developing children of the same age in memory and linguistic tasks. We identified predictive relationships between working memory and the comprehension and repetition of complex sentences in both groups. As for syntactic measures in spontaneous language, it is the complex spans that explain the major part of the variance in the control children. In children with DLD, however, simple spans are predictive of these syntactic measures. Our results thus reveal a robust relationship between working memory and syntactic complexity, with clinical implications for the treatment of children with DLD.

Keywords

working memory (WM)syntaxchildrenDevelopmental Language Disorder (DLD)
Type
Articles
Information
Journal of Child Language , Volume 47 , Issue 3 , May 2020 , pp. 600 - 632
Copyright
Copyright © Cambridge University Press 2019

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