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Essay / Research Paper Abstract
This is an 8 page paper that provides an overview of the relationship between working memory and language learning. To those ends, it looks at a number of studies measuring working memory and language skills in children with Specific Language Impairment. Bibliography lists 5 sources.
Page Count:
8 pages (~225 words per page)
File: MH11_KWmemsli.rtf
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Unformatted sample text from the term paper:
most influential. This has been demonstrated in a variety of experimental studies measuring verbal working memory in children with a diagnosis of Specific Language Impairment. Not only have results indicated
that impaired working memory is directly correlated to diminished language comprehension skills, but also that the working memory of children with an SLI diagnosis seems to function in a different,
but consistent, manner. Moreover, these discoveries involving working memory have opened up the possibility of new therapies for children with learning impairments.
This paragraph will help the student show how closely working memory is associated with Specific Language Impairment. As one indication of how intimately poor working memory is tied to
language impairments, a study carried out by researchers Hanssona, Forsberga, Lfqvista, Mki-Torkkob, & Sahlna (2004) measured working memory and various language skills in three groups of children: one with Specific
Language Impairment, one with typical language skills, and one with marked hearing impairments. Hanssona et al. (2004) were able to demonstrate that a deficiency in linguistic development is correlated much
more strongly with diminished working memory than with impairments of hearing, and that diminished working memory was measured more often in children diagnosed with SLI than in the hearing-impaired children.
In other words, a diminished functioning of complex working memory may be one of the most important signifiers of linguistic impairments. This is supported further in other studies, such
as those by Leonard et al. (2007), which attempted to understand the correlation between this diminished processing speed and working memory as it relates to the acquisition of language in
children with SLI. To these ends, Leonard and his associates modeled experiments to treat processing speed and working memory as totally separate factors, while subjecting age-matched participants, some with SLI
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