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International journal of speech-language pathology
08, 2018;20 (4): 422-433.

Working memory in school-age children with and without a persistent speech sound disorder.

Kelly Farquharson, Tiffany P Hogan, John E Bernthal
Author Information
  1. Kelly Farquharson: a Department of Communication Sciences and Disorders , Emerson College , Boston , MA , USA. ORCID
  2. Tiffany P Hogan: b MGH-Institute of Health Professions , Boston , MA , USA , and. ORCID
  3. John E Bernthal: c University of Nebraska-Lincoln, Special Education and Communication Disorders , Lincoln , NE , USA.
PMID: 28306339 DOI: 10.1080/17549507.2017.1293159

Abstract

PURPOSE: The aim of this study was to explore the role of working memory processes as a possible cognitive underpinning of persistent speech sound disorders (SSD).
METHOD: Forty school-aged children were enrolled; 20 children with persistent SSD (P-SSD) and 20 typically developing children. Children participated in three working memory tasks - one to target each of the components in Baddeley's working memory model: phonological loop, visual spatial sketchpad and central executive.
RESULT: Children with P-SSD performed poorly only on the phonological loop tasks compared to their typically developing age-matched peers. However, mediation analyses revealed that the relation between working memory and a P-SSD was reliant upon nonverbal intelligence.
CONCLUSION: These results suggest that co-morbid low-average nonverbal intelligence are linked to poor working memory in children with P-SSD. Theoretical and clinical implications are discussed.

Keywords

Baddeley’s working memory model nonverbal intelligence school-aged children speech sound disorders working memory

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Grants

  1. R01 DC010784/NIDCD NIH HHS
  2. R03 DC009667/NIDCD NIH HHS

MeSH Term

Child
Female
Humans
Intelligence
Male
Memory, Short-Term
Speech Sound Disorder
Journal Article Research Support, N.I.H., Extramural Research Support, Non-U.S. Gov't
Article has an altmetric score of 5

Word Cloud

Created with Highcharts 10.0.0memoryworkingchildrenP-SSDpersistentspeechsoundnonverbalintelligencedisordersSSDschool-aged20typicallydevelopingChildrentasksphonologicalloopPURPOSE:aimstudyexploreroleprocessespossiblecognitiveunderpinningMETHOD:Fortyenrolledparticipatedthree-onetargetcomponentsBaddeley'smodel:visualspatialsketchpadcentralexecutiveRESULT:performedpoorlycomparedage-matchedpeersHowevermediationanalysesrevealedrelationreliantuponCONCLUSION:resultssuggestco-morbidlow-averagelinkedpoorTheoreticalclinicalimplicationsdiscussedWorkingschool-agewithoutdisorderBaddeley’smodel

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