Hostname: page-component-cd9895bd7-dzt6s Total loading time: 0 Render date: 2024-12-26T20:10:40.059Z Has data issue: false hasContentIssue false
  • English
  • Français

Underlying deficits in language-disordered children with central auditory processing difficulties

Published online by Cambridge University Press:  23 March 2015

Denita James ,
Willem van Steenbrugge  and
Keith Chiveralls
Denita James
Affiliation:
Flinders University
Willem van Steenbrugge*
Affiliation:
Flinders University
Keith Chiveralls
Affiliation:
Flinders University
*
Department of Speech Pathology, School of Medicine, Flinders University, P.O. Box 2100, Adelaide, South Australia 5001
Get access Rights & Permissions [Opens in a new window]

Abstract

Phonological working memory and auditory processing skills were investigated in a group of language-disordered children with central auditory processing (CAP) difficulties. Comparisons were made with two groups of control children, one group matched on chronological age and nonverbal intelligence and the other matched on language age. The CAP disordered children showed poorer abilities in nonword repetition and word recall. In agreement with earlier findings in language-disordered children (Gathercole & Baddeley, 1990), the CAP disordered children were sensitive to the phonological similarity and word length of the recall lists. However, contrary to earlier findings, the CAP disordered children in the present study also showed poorer phoneme discrimination skills. These findings may be inconsistent with the notion of one central deficit (poor phonological working memory) in CAP disordered children with a language deficit.

Type
Articles
Information
Applied Psycholinguistics , Volume 15 , Issue 3 , July 1994 , pp. 311 - 328
Copyright
Copyright © Cambridge University Press 1994

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

REFERENCES

Baddeley, A. (1986). Working memory. New York: Oxford University Press.Google ScholarPubMed
Baddeley, A. (1990) Human memory: Theory and practice. Hove: Erlbaum.Google Scholar
Baddeley, A. D., Thomson, N., & Buchanan, M. (1975). Word length and the structure of short-term memory. Journal of Verbal Learning and Verbal Behaviour, 14, 574–589.CrossRefGoogle Scholar
Bishop, D. V. M. (1982). Test for the Reception of Grammar (TROG). Available from the author at University of Manchester, Department of Psychology, Manchester, England.Google Scholar
Bishop, D. V. M. (1985). Spelling ability in congenital dysarthria: Evidence against articulatory coding in translating between phonemes and graphemes. Cognitive Neuropsychology, 2(3), 229–251.CrossRefGoogle Scholar
Bishop, D. V. M., Byers Brown, B., & Robson, J. (1990). The relationship between phoneme discrimination, speech production, and language comprehension in cerebral-palsied individuals. Journal of Speech and Hearing Research, 33, 210–219.CrossRefGoogle ScholarPubMed
Coltheart, M., Sartori, G., & Job, R. (Eds.). (1987). The cognitive neuropsychology of language. London: Erlbaum.Google Scholar
Dunn, L. M., & Dunn, L. M. (1981). Peabody Picture Vocabulary Test – Revised. Circle Pines, MN: American Guidance Service.Google Scholar
Ellis, A. W., & Young, A. W. (1988). Human cognitive neuropsychology. London: Erlbaum.Google Scholar
Gathercole, S. E., & Baddeley, A. D. (1989). Evaluation of the role of phonological STM in the development of vocabulary in children: A longitudinal study. Journal of Memory and Language, 28, 200–213.CrossRefGoogle Scholar
Gathercole, S. E., & Baddeley, A. D. (1990). Phonological memory deficits in language disordered children: Is there a causal connection? Journal of Memory and Language, 29, 336–360.CrossRefGoogle Scholar
Katz, J. (1977). Staggered Spondiac Word Test. St. Louis, MO: Auditec of St. Louis.Google Scholar
Katz, J. (1985). Combined National Sample – 1985 norms: Ages 5-60 years. SS W Report; 7, 1–6.Google Scholar
Kay, J., Lesser, R., & Coltheart, M. (1992). PALPA.- Psycholinguistic Assessments of Language Processing in Aphasia. London: Erlbaum.Google Scholar
Mann, V. A., & Liberman, I. Y. (1984). Phonological awareness and verbal short-term memory. Journal of Learning Disabilities, 17(10), 592–599.CrossRefGoogle ScholarPubMed
Musiek, F. E., Geurkink, N. A., & Kietel, S. A. (1982). Test battery assessment of auditory perceptual dysfunction in children. Laryngoscope, 92, 251–257.CrossRefGoogle ScholarPubMed
Neale, M. D. (1988). Neale Analysis of Reading Ability – Revised. Hawthorn: Australian Council for Educational Research.Google Scholar
Owens, R. E. (1992). Language development: An introduction. New York: Macmillan.Google Scholar
Raine, A., Hulme, C., Chadderton, H., & Bailey, P. (1991). Verbal short-term memory span in speech disordered children: Implications for articulatory coding in short term memory. Child Development, 62, 415–423.CrossRefGoogle ScholarPubMed
Raven, J. C. (1984). Raven’s Coloured Progressive Matrices. London: H. K. Lewis.Google Scholar
Reed, M. A. (1989). Speech perception and the discrimination of brief auditory cues in reading disabled children. Journal of Experimental Child Psychology, 48, 270–292.CrossRefGoogle ScholarPubMed
Sanger, D. D., Keith, R. W., & Maher, B. (1987). An assessment technique for children with language-processing problems. Journal of Communication Disorders, 20, 265–279.CrossRefGoogle ScholarPubMed
Snowling, M., Chiat, S., & Hulme, C. (1991). Words, nonwords, and phonological processes: Some comments on Gathercole, Willis, Emslie, & Baddeley. Applied Psycholinguistics, 12, 369–373.CrossRefGoogle Scholar
Tallal, P., & Piercy, M. (1974). Developmental aphasia: Rate of auditory processing and selective impairment of consonant perception. Neuropsychologia, 12, 83–93.CrossRefGoogle ScholarPubMed
Tallal, P., & Stark, R. E. (1981). Speech acoustic-cue discrimination abilities of normally developing and language impaired children. Journal of the Acoustical Society of America, 69, 568–578.CrossRefGoogle ScholarPubMed
Tallal, P., Stark, R. E., & Mellits, E. D. (1985). Identification of language-impaired children on the basis of rapid perception and production skills. Brain and Language, 25, 314–322.CrossRefGoogle ScholarPubMed
Willeford, J. A. (1977). Assessing central auditory behaviour in children: A test battery approach. In Keith, R. W. (Ed.), Speech, language and hearing: Vol. 3. Hearing disorders (pp. 1015–1038). Philadelphia: Saunders.Google Scholar
Willeford, J. A. (1985). Sentence Tests of Central Auditory Dysfunction. In Katz, J. (Ed.), Handbook of clinical audiology (3rd ed., pp. 404–420). Baltimore, MD: Williams & Wilkins.Google Scholar