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2 results

  • 40 - Toward an Integrated Account of Working Memory and Language

  • from Part VII - Conclusion
  • Edited by John W. Schwieter, Zhisheng (Edward) Wen
  • Book:
    The Cambridge Handbook of Working Memory and Language
    Published online:
    08 July 2022
    Print publication:
    21 July 2022, pp 909-927

  • Summary

    The last 50 years have witnessed an exponential growth and significant progress in working memory and language sciences research independently and jointly, though a generalizable theory or model that transcends disciplines is still absent from the literature. Drawing on multidisciplinary insights from cognitive science and emerging patterns from language sciences, we propose an integrated account of working memory as a viable taxonomy framework for linking its putative components and processes with aspects of language acquisition and processing domains and skills, bilingual development, and specific language impairments. We end the chapter by outlining further directions to reinforce the reintegration of working memory and language sciences as couched within the key tenets and basic principles of this integrative account.

  • Visuospatial training has positive effect on language abilities in children with Delirium diagnoses and inclusion of delirium-specific

  • S. Kiselev
  • Journal:
    European Psychiatry / Volume 64 / Issue S1 / April 2021
    Published online by Cambridge University Press:
    13 August 2021, pp. S501-S502
    • Article
      • You have access
      • Open access
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  • Introduction

    It was shown that children with specific language impairments (SLI) have deficits not only in producing and understanding language but also in visuospatial abilities (Kiselev et al., 2016). We assume that training programs that are aimed to develop the visuospatial abilities can help children with SLI.

    Objectives

    The goal of this study was to assess the impact of visuospatial training on the language abilities in 6–7 years old children with SLI.

    Methods

    The participants were 20 children aged 6–7 years with SLI. Children were randomly assigned to the intervention and comparison group. Children from intervention group participated in 8 weeks of visuospatial training. This programme trains the child to do different visuospatial exercises both on motor and cognitive level. This programme is built on the conceptual framework derived from the work of Luria’s theory of restoration of neurocognitive functions (Luria, 1963, 1974). We used the subtests from Luria’s child neuropsychological assessment battery to assess language abilities in children before and after the intervention period.

    Results

    Analysis of covariance tested the effect of visuospatial training programme on five language subtest from Luria’s child neuropsychological assessment battery. Group differences (p<.05) were found for subtest that assess understanding prepositions that describe the spatial relations between objects. Posttest mean for the intervention group were significantly (p<.05) greater than the control group.

    Conclusions

    It can be assumed that visuospatial training in children with SLI benefits specific language abilities for understanding sentences with spatial prepositions.