Contributions of language and memory demands to verbal memory performance in language-learning disabilities

Emi Isaki, Tammie J. Spaulding, Elena Plante

Research output: Contribution to journalArticle

17 Citations (Scopus)

Abstract

The purpose of this study is to investigate the performance of adults with language-based learning disorders (L/LD) and normal language controls on verbal short-term and verbal working memory tasks. Eighteen adults with L/LD and 18 normal language controls were compared on verbal short-term memory and verbal working memory tasks under low, moderate, and high linguistic processing loads. Results indicate no significant group differences on all verbal short-term memory tasks and verbal working memory tasks with low and moderate language loads. Statistically significant group differences were found on the most taxing condition, the verbal working memory task involving high language processing load. The L/LD group performed significantly worse than the control group on both the processing and storage components of this task. These results support the limited capacity hypothesis for adults with L/LD. Rather than presenting with a uniform impairment in verbal memory, they exhibit verbal memory deficits only when their capacity limitations are exceeded under relatively high combined memory and language processing demands. Educational Objectives: The reader will (1) understand the relationship between increased linguistic demands and working memory, and (2) learn about working memory skills in adults with language learning disorders.

Original languageEnglish (US)
Pages (from-to)512-530
Number of pages19
JournalJournal of Communication Disorders
Volume41
Issue number6
DOIs
StatePublished - Nov 2008
Externally publishedYes

Fingerprint

Learning Disorders
learning disability
Short-Term Memory
Language
learning disorder
language
performance
Linguistics
Language Disorders
Group
Memory Disorders
linguistics
deficit
Control Groups

ASJC Scopus subject areas

  • Linguistics and Language
  • Speech and Hearing
  • Cognitive Neuroscience
  • Experimental and Cognitive Psychology
  • LPN and LVN

Cite this

Contributions of language and memory demands to verbal memory performance in language-learning disabilities. / Isaki, Emi; Spaulding, Tammie J.; Plante, Elena.

In: Journal of Communication Disorders, Vol. 41, No. 6, 11.2008, p. 512-530.

Research output: Contribution to journalArticle

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