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

The perceived guilt and innocence of adults with developmental language disorder and adults with typical language during a mock interrogation

PURPOSE

This study examined if there were differences in the guilty and not guilty judgments of adults with developmental language disorder (DLD) and those with typical language (TL) functioning.

METHOD

Twenty-four adults (12 DLD, 12 TL) were assigned to either the guilty or not guilty conditions. Those in the guilty condition engaged in a mock crime while those in the not guilty condition were informed that a crime had been committed. Peer jurors were presented with video interrogations of the DLD (6 guilty, 6 not guilty) and TL (6 guilty, 6 not guilty) participants and were asked to make categorical judgments of guilty and not guilty and to indicate confidence in their judgments.

RESULTS

In general, peer jurors were not accurate in their judgments of the accused, and were more likely to judge individuals with DLD as guilty relative to accused individuals with TL. Peer jurors were particularly poor at judging innocent adults with DLD as not guilty and guilty adults with TL as guilty. Despite this, peer jurors were more confident than not in their guilty and not guilty determinations.

CONCLUSIONS

Peer jurors are confident in their judgments of the guilt of the accused when they should not be, particularly in the case of accused adults with DLD. Implications are discussed.

Evaluating the Modified-Shortened Token Test as a Working Memory and Language Assessment Tool

PURPOSE

Working memory and linguistic knowledge are highly intertwined in language tasks. Verbal working memory in particular has been studied as a potential constraint on language performance. This, in turn, highlights the need for a clinical assessment tool that will assist clinicians in understanding individual children's performance in relation to working memory and language. In this study, we investigated whether performance on the Token Test could capture differences in verbal working memory and linguistic knowledge given its manipulation of length and syntactic complexity.

METHOD

In Experiment 1, 257 children ages 4-7 years completed our Modified-Shortened Token Test, in which they carried out commands of increasing length and complexity. Experiment 2 was an exploratory study that included a separate group of 24 kindergarten-age children who completed our Modified-Shortened Token Test as well as other memory and language measures.

RESULTS

The factor analysis in Experiment 1 revealed a three-factor solution with factors corresponding to verbal working memory, linguistic, and basic attention constructs. In Experiment 2, we conducted exploratory correlations between composite scores formed based on identified factors (from Experiment 1) and related measures. Recalling sentences and formulating sentences correlated with the working memory demands of the Token Test, whereas following directions and word structure correlated with Token Test linguistic factor.

CONCLUSIONS

A modified Token Test has the potential to be used clinically to understand language performance. In particular, differential performance across sentences could reveal relative verbal working memory and linguistic knowledge abilities.

SUPPLEMENTAL MATERIAL

https://doi.org/10.23641/asha.19178474.

A Comparison of the Storage-Only Deficit and Joint Mechanism Deficit Hypotheses of the Verbal Working Memory Storage Capacity Limitation of Children With Developmental Language Disorder

Purpose The storage-only deficit and joint mechanism deficit hypotheses are 2 possible explanations of the verbal working memory (vWM) storage capacity limitation of school-age children with developmental language disorder (DLD). We assessed the merits of each hypothesis in a large group of children with DLD and a group of same-age typically developing (TD) children. Method Participants were 117 children with DLD and 117 propensity-matched TD children 7-11 years of age. Children completed tasks indexing vWM capacity, verbal short-term storage, sustained attention, attention switching, and lexical long-term memory (LTM). Results For the DLD group, all of the mechanisms jointly explained 26.5% of total variance. Storage accounted for the greatest portion (13.7%), followed by controlled attention (primarily sustained attention; 6.5%) and then lexical LTM (5.6%). For the TD group, all 3 mechanisms together explained 43.9% of total variance. Storage accounted for the most variance (19.6%), followed by lexical LTM (16.0%), sustained attention (5.4%), and attention switching (3.0%). There was a significant LTM × Group interaction, in which stronger LTM scores were associated with significantly higher vWM capacity scores for the TD group as compared to the DLD group. Conclusions Results support a joint mechanism deficit account of the vWM capacity limitation of children with DLD. Results provide substantively new insights into the underlying factors of the vWM capacity limitation in DLD. Supplemental Material https://doi.org/10.23641/asha.9932312.

Encoding Deficits Impede Word Learning and Memory in Adults With Developmental Language Disorders

Purpose

The aim of this study was to determine whether the word-learning challenges associated with developmental language disorder (DLD) result from encoding or retention deficits.

Method

In Study 1, 59 postsecondary students with DLD and 60 with normal development (ND) took the California Verbal Learning Test-Second Edition, Adult Version (Delis, Kramer, Kaplan, & Ober, 2000). In Study 2, 23 postsecondary students with DLD and 24 with ND attempted to learn 9 novel words in each of 3 training conditions: uncued test, cued test, and no test (passive study). Retention was measured 1 day and 1 week later.

Results

By the end of training, students with DLD had encoded fewer familiar words (Study 1) and fewer novel words (Study 2) than their ND peers as evinced by word recall. They also demonstrated poorer encoding as evinced by slower growth in recall from Trials 1 to 2 (Studies 1 and 2), less semantic clustering of recalled words, and poorer recognition (Study 1). The DLD and ND groups were similar in the relative amount of information they could recall after retention periods of 5 and 20 min (Study 1). After a 1-day retention period, the DLD group recalled less information that had been encoded via passive study, but they performed as well as their ND peers when recalling information that had been encoded via tests (Study 2). Compared to passive study, encoding via tests also resulted in more robust lexical engagement after a 1-week retention for DLD and ND groups.

Conclusions

Encoding, not retention, is the problematic stage of word learning for adults with DLD. Self-testing with feedback lessens the deficit.

Supplemental Materials

https://doi.org/10.23641/asha.5435200.

An fMRI study of implicit language learning in developmental language impairment

Individuals with developmental language impairment can show deficits into adulthood. This suggests that neural networks related to their language do not normalize with time. We examined the ability of 16 adults with and without impaired language to learn individual words in an unfamiliar language. Adults with impaired language were able to segment individual words from running speech, but needed more time to do so than their normal-language peers. ICA analysis of fMRI data indicated that adults with language impairment activate a neural network that is comparable to that of adults with normal language. However, a regional analysis indicated relative hyperactivation of a collection of regions associated with language processing. These results are discussed with reference to the Statistical Learning Framework and the sub-skills thought to relate to word segmentation.

•

Adults with developmental language impairment were imaged during a word segmentation task in an unfamiliar natural language.

•

Impaired adults learned to identify individual words, although it took them longer than their typical language peers.

•

The impaired group used the same learning network as the typical group, arguing against recruitment of additional regions.

•

Hyper-activation in language regions characterized the impaired group, unless performance was equated between groups.

•

This suggests that hyper-activation for the impaired group reflects greater effort by learners at earlier stages of learning.

Learning by listening to lectures is a challenge for college students with developmental language impairment

BACKGROUND

Increasing numbers of students with developmental language impairment (LI) are pursuing post-secondary education.

OBJECTIVE

To determine whether college students with LI find spoken lectures to be a challenging learning context.

METHOD

Study participants were college students, 34 with LI and 34 with normal language development (ND). Each took a baseline test of general topic knowledge, watched and listened to a 30min lecture, and took a posttest on specific information from the lecture. Forty additional college students served as control participants. They completed the tests that covered the lecture information without being exposed to the lectures.

RESULTS

With baseline performance controlled, students with LI performed more poorly than students with ND on multiple choice and fill-in-the-blank questions that tapped the lecture material. Nevertheless, students with LI out-performed the control participants whose scores were at floor. A self-rating of attention to the lecture predicted learning performance for both study groups; performance on a sentence repetition test, a measure that taps both prior linguistic knowledge and operations in short-term memory, was an additional predictor for participants with LI.

CONCLUSION

College students with LI learn less from listening to lectures than other students. Working memory deficits, especially those that reflect weaknesses in the central executive and the episodic buffer, may contribute to the problem.

Sentence Repetition Accuracy in Adults With Developmental Language Impairment: Interactions of Participant Capacities and Sentence Structures

PURPOSE

We asked whether sentence repetition accuracy could be explained by interactions of participant processing limitations with the structures of the sentences. We also tested a prediction of the procedural deficit hypothesis (Ullman & Pierpont, 2005) that adjuncts are more difficult than arguments for individuals with developmental language impairment (DLI).

METHOD

Forty-four young adults participated, 21 with DLI. The sentence repetition task varied sentence length and the use of arguments and adjuncts. We also administered measures of working memory and processing speed. Our regression models focused on these interactions: group and argument status; processing speed, length, and argument status; and working memory capacity, length, and argument status.

RESULTS

Language ability group was a significant predictor of sentence repetition accuracy but did not interact with argument status. Processing speed interacted with sentence length and argument status. Working memory capacity and its separate interactions with argument status and sentence length predicted sentence repetition accuracy.

CONCLUSIONS

Many adults with DLI may have difficulty with adjuncts as a result of their working memory limitations rather than their language ability. Cognitive limitations common to individuals with DLI are revealed more by particular sentence structures, suggesting ways to construct more diagnostically accurate sentence repetition tasks.

List memory in young adults with language learning disability

PURPOSE

The purpose of this study was to characterize the verbal memory limitations of young adults with language learning disability (LLD).

METHOD

Sixteen young adults with LLD and 34 age- and education-matched controls with typical language participated in a Deese-Roediger-McDermott (DRM; Deese, 1959; Roediger & McDermott, 1995) list recall experiment. Participants listened to 12-item word lists that converged on a nonpresented critical item (e.g., rain) semantically (umbrella, drench, weather, hail), phonologically (train, main, ran, wren), or dually in a hybrid list (umbrella, train, drench, main) and recalled words in no particular order. Group comparisons were made on veridical recall (i.e., words that were presented) and false recall of nonpresented critical items. Recall performance was analyzed by list type and list position to examine potential differences in the quality of memorial processes.

RESULTS

The LLD group produced fewer veridical recalls than the controls. Both groups demonstrated list type and list position effects in veridical recall. False recall of the critical items was comparable in the 2 groups and varied by list type in predictable ways.

CONCLUSION

Young adults with LLD have verbal memory limitations characterized by quantitatively low levels of accurate recall. Qualitative patterns of recall are similar to those of unaffected peers. Therefore, the memory problem is characterized by limited capacity; memorial processes appear to be intact.

Activity and participation characteristics of adults with learning disabilities--a systematic review

BACKGROUND

'Learning disabilities' (LD) refer to a wide group of neurological disorders caused by deficits in the central nervous system which influence the individual's ability to maintain-, process or convey information to others in an efficient way. A worldwide discussion about the definitions of LD continues while a conceptual framework for studying the diverse life outcomes of adults with LD is still missing.

OBJECTIVE

The aim was to review the literature on the activity and participation of adults with LD based on the International Classification of Functioning, Disability and Health (ICF) concepts.

METHODS

"PsychInfo", "Eric" and "PubMed" were searched for relevant literature according to the guidelines of Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA). After a three-stage process, 62 articles relevant for domains of activity and participation of adults with LD were included in the review.

RESULTS

Thirty-two articles focused on the domain of major life areas of education, work and employment and twelve articles focused on the domain of learning and applying knowledge. Limitations in activity and participation of the population with LD in these domains are recognized and discussed. Eighteen additional articles demonstrated that adults with LD confront difficulties in various life domains (e.g., communication, interpersonal interactions, mobility, and domestic life), however literature concerning these domains is scarce.

CONCLUSIONS

The ICF can be useful for further exploration of activity and participation characteristics of adults with LD in various life domains. Such exploration is required in order to gain a wider perspective of their functional characteristics and daily needs.

Analogical mapping across modalities in children with specific language impairment (SLI)

Analogical mapping is a domain-general cognitive process found in language development, and more particularly in the abstraction of construction schemas. Analogical mapping is considered as the general cognitive process which consists in the alignment of two or several sequences in order to detect their common relational structure and generalize it to new items. The current study investigated analogical mapping across modalities in children with specific language impairment (SLI). Nineteen children with SLI and their age-matched peers were administered two tasks: a linguistic analogical reasoning task (composed of syllables) and a similar non-linguistic analogical reasoning task (composed of pictures). In the two tasks, the items presented were divided into two groups: items with perceptual cues and items without perceptual cues. Children had to complete a sequence sharing the same relational structure as previously presented sequences. Results showed an expected group effect with poorer performance for children with SLI compared to children with typical language development (TLD). Results corroborate hypotheses suggesting that children with SLI have difficulties with analogical mapping, which may hinder the abstraction of construction schemas. Interestingly, whereas no interaction effect between group and modality (linguistic vs. non-linguistic) was revealed, a triple interaction Group*Modality*Perceptual support was observed. In the non-linguistic task, the performance of children with SLI was the same for items with and without perceptual clues, but in the linguistic task they performed more poorly for items without perceptual cues compared to items with perceptual cues. The results and limits of the study are discussed.

[A meta-analysis of chemotherapy related cognitive impairment in patients with breast cancer]

PURPOSE

The purpose of this study was to evaluate the cognitive effects of chemotherapy in patients with breast cancer.

METHODS

Using several databases, prospective studies were collected up to August 2011. Of 2,106 publications identified, 12 met the inclusion criteria, and 8 studies were used to estimate the effect size of chemotherapy on cognitive impairment.

RESULTS

Twelve studies were done since 2005 and most of the research was performed in Europe or North America. Eight studies were used to generate effect size across the cognitive domains of attention/concentration, verbal and visual memory, executive function, visuospatial skill, language, and subjective cognitive function. Each of the cognitive domains showed small effect sizes (-0.02 ~ -0.26), indicating diminished cognitive function for the chemotherapy group compared with non-chemotherapy groups.

CONCLUSION

Finding suggests that breast cancer patients who undergo chemotherapy may experience mild cognitive decline. Further study is needed to generate knowledge and guideline for interventions to address chemotherapy related cognitive impairment in these patients.

The impact of dual tasking on sentence comprehension in children with specific language impairment

PURPOSE

In this study, the authors assessed the hypothesis of a limitation in attentional allocation capacity as underlying poor sentence comprehension in children with specific language impairment (SLI).

METHOD

Fifteen children with SLI, 15 age-matched controls, and 15 grammar-matched controls participated in the study. Sixty sentences were presented in isolation, and 60 sentences were presented with a concurrent choice reaction time task in which colored stimuli randomly appeared at the center of the computer screen.

RESULTS

Sentence comprehension was affected by the dual-task condition to a greater extent in children with SLI relative to age controls but not relative to grammatical controls.

CONCLUSION

This study does not support limitations in attentional allocation capacity as representing a core deficit in SLI. Rather, the data show that these children show attentional allocation capacity comparable to that of younger children having similar language level, suggesting that SLI is characterized by a slowed development of both attentional and language domains.

Excitotoxic lesion of the perirhinal cortex impairs spatial working memory in a delayed-alternation task

The perirhinal cortex (PRh) is strategically located between the neocortex and memory-related structures such as the entorhinal cortex and the hippocampal formation. The pattern of strong reciprocal connections between these areas, together with experimental evidence that PRh damage induces specific memory deficits, has placed this cortical region at the center of a growing interest for its role in learning and memory mechanisms. The aim of the present study is to clarify the involvement of PRh in learning and retention in a novel experimental model of spatial working memory, the water T-maze. The data show that pre-acquisition neurotoxic PRh lesions caused task-learning deficits. This impairment was observed during the acquisition phase as well as the retrieval phase. On the other hand, a post-acquisition PRh neurotoxic lesion failed to impair the acquisition and the retrieval of the water T-maze task performed 32 day after lesion. These results suggest a possible key role of PRh in the acquisition but not in the retention of a working memory task. Furthermore, these results show that the water T-maze may be a suitable learning paradigm to study different components of learning and memory.

Assessment and Treatment of Working Memory Deficits in School-Age Children: The Role of the Speech-Language Pathologist

Purpose

To review research addressing the relationship of working memory (WM) to language development and academic functioning and to consider the role of the speech-language pathologist (SLP) in assessment and intervention of WM difficulties in school-age children.

Method

Aspects of WM critical to language acquisition and academic success are defined, and the importance of WM to language development and learning is discussed. Subsequently, strategies for assessing WM skills in children are presented. Following a discussion regarding the assessment of WM demands in the classroom, intervention strategies are provided.

Results

Children with poor WM skills are likely to experience significant difficulty in academic settings. Evidence-based strategies for both reducing WM demands and improving functional WM skills are reviewed.

Conclusion

Research to date has documented that children with language impairments frequently have poor WM skills. SLPs can support poor WM skills by considering both modifications to the environment and child-enacted knowledge and skills, which may serve to reduce the impact of poor WM skills on learning and academic success.

Identification of adults with developmental language impairments

PURPOSE

To assess the utility of a wide range of language measures (phonology, morphology, syntax, and semantics) for the identification of adults with developmental language impairment.

METHOD

Measures were administered to 3 groups of adults, each representing a population expected to demonstrate high levels of language impairment, and to matched control groups.

RESULTS

Three measures were the strongest contributors to identification of language impairment in the 3 groups of adults. These measures, combined, maximized identification of members of the clinical groups as having impaired language (sensitivity) and members of the control groups as having typical language (specificity).

CONCLUSION

This suggests that a relatively brief battery could have utility for identifying developmental language impairment during the adult years.

Structure-activity relationships and mechanism of action of antitumor bis 8-hydroxyquinoline substituted benzylamines

A series of twenty six 8-hydroxyquinoline substituted amines, structurally related to compounds 2 and 3, were synthesized to evaluate the effects of structural changes on antitumor activity and understand their mechanism of action. The studies were performed on a wide variety of cancer cell lines within glioma and carcinoma models. The results obtained from chemical models and biological techniques such as microarrays suggest the following hypothesis that a quinone methide intermediate which does not react with DNA but which gives covalent protein thiol adducts. Micro-array analysis showed that the drugs induce the expression of a variety of stress related genes responsible for the cytotoxic and cytostatic effects in carcinoma and glioblastoma cells respectively. The described analogues could represent new promising anti-cancer candidates with specific action mechanisms, targeting accessible thiols from specific proteins and inducing potent anti-cancer effects.