Transcript ROLE OF WORKING MEMORY IN TYPICALLY DEVELOPING …

JSS INSTITUE OF SPEECH AND HEARING MYSORE.
ROLE OF WORKING MEMORY IN
TYPICALLY DEVELOPING
CHILDREN’S COMPLEX
SENTENCE COMPREHENSION
AUTHORS;
Shwetha M.P. ,Deepthi M.
Trupthi T , Nikhil Mathur & Deepa M.S.
II Msc. IV sem [Speech & Hearing]
JSSISH
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II
INTRODUCTION
Memory is an organism's mental ability to store,
retain and recall information.
There are generally three types of memory:
• Sensory memory
• Short-term memory
• Long-term memory
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Memory
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Working Memory
Working memory refers to the ability to
store information while at the same time
engage in some kind of cognitively
demanding activity such as verbal
reasoning or comprehension.
- Baddeley 2000
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Multi-Component Model of Working
Memory
Phonological
Loop
Central
Executive
Visio-Spatial
sketch pad
Episodic buffer
Baddeley and Hitch (2000)
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Multi-Component Model of Working
Memory
Phonological
Loop
Central
Executive
Visio-Spatial
sketch pad
Episodic buffer
Baddeley and Hitch (2000)
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Multi-Component Model of Working
Memory
Central
Executive
Directs attention to relevant
information, suppressing
irrelevant information,
coordinates cognitive
processes involving more
than one task
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Multi-Component Model of Working
Memory
Phonological
Loop
Central
Executive
Visio-Spatial
sketch pad
Episodic buffer
Baddeley and Hitch (2000)
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Multi-Component Model of Working
Memory
Phonological
Loop
Central
Executive
Stores phonological
information (i.e., the
sound of language) and
prevents its decay
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Multi-Component Model of Working
Memory
Phonological
Loop
Central
Executive
Visio-Spatial
sketch pad
Episodic buffer
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Multi-Component Model of Working
Memory
Central
Executive
Visio-Spatial
sketch pad
stores visual and
spatial information.
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Multi-Component Model of Working
Memory
Phonological
Loop
Central
Executive
Visio-Spatial
sketch pad
Episodic buffer
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Multi-Component Model of Working
Memory
Central
Executive
Holds representation
that integrate
phonological, visual,
spatial information
Episodic buffer
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Focus of the study
Phonological
Loop
Central
Executive
Phonological short term memory
Their potential association
with complex sentence
comprehension in typically
developing (TD) children
Attentional resource control
/allocation mechanism
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Phonological Short-Term Memory
The ability to repeat nonwords is a sensitive
index of PSTM capacity (Gathercole and
Baddeley 1990).
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Attentional Resource Control and
Allocation
• The ability to engage in simultaneous information
processing and storage reflects attentional resource
control and allocation.
• The working memory system has limited
attentional capacity that can be allocated to
information processing or storage or both (Just and
Carpenter 1992).
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Need for the study
To study the influence of PSTM, attentional
resource control/allocation on children’s
complex sentence comprehension in multicultural concern[Indian concern]
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AIM OF THE STUDY
The present study was designed to
examine the influence of working
memory on complex sentence
structures that are well within
children’s linguistic competence and
experience.
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METHOD
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40 typically
developing
children- 7-12
yrs of age
Group I
Group II
7-9yrs of age
10-12yrs of
age
10 males
10 females
10 males
10 females
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Normal
hearing
sensitivity
Average or
above
average
academic
performance
Kannada
as their
primary
spoken
language
No oral
structural/motor
impairments
affecting speech
or non-speech
movements of
the articulators
No H/o
neurological
impairment,
psychological/
emotional
disturbance or
attention deficit
disorder
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Phonological short term memory :
Non-word repetition task
--20 non-words
--varying in length from 2syll to 5syll
-- Followed kannada phonotactic rules
Attentional Resource Control/Allocation
• 10 simple sentences And 10 complex sentences.
• Last word in each sentence contained a nonword.
• Each stimulus sentence contained question
requiring yes/no response relating to
comprehension of sentence.
Phonological Short
Term Memory
(PSTM)
Attentional
Resource
Control/Allocation
Simple Sentence
Repeated the non-word with varying syllable
length
Nonword Repetition Task
Complex Sentence
Repeated the non-word at the end of sentence
and then answered “yes” or “no” to the
comprehension question, which appeared 3
seconds after the nonword
Concurrent Processing-Storage Task26
RESULTS AND DISCUSSION
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Phonological Short-Term Memory :
Non-word Repetition Task
Mean perform anc e
5
4.5
4
G roup I
G roup II
3.5
3
SY2
SY3
SY4
SY5
S ylla ble s
Graph1: Performance of group I and group II in nonword repetition task with increasing
syllable length
(sy2 = 2syllable words, sy3= 3 syllable words, sy4= 4 syllable words, sy5= 5 syllable
words)
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• The children were significantly more accurate
repeating short non-words than longer nonwords.
• Such a pattern has been interpreted by many
investigators also to reflect the capacity-limited
nature of the PSTM buffer (Baddeley 2003,
Gathercole and Baddeley 1990, Montgomery
2004).
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Attentional Resource
Control/Allocation: Concurrent
Processing-Storage Task
S entenc es
C omplex
S imple
0
2
4
6
8
Me a n pe rform a nc e
Graph2. Performance of children in Concurrent ProcessingStorage Task with complex and simple sentences.
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The children’s performance on the Concurrent
processing-storage task showed that -school age
children have the ability to allocate their
attentional resources simultaneously to verbal
processing and verbal storage
(Ellis Weismer et al. 1999, Gavens and
Barrouillet 2004, Marton and Schwartz 2003,
Montgomery 2000a,b).
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• Children achieved a mean score of 65% correct,
reflecting both accurate nonword production and
correct sentence comprehension of simple
sentences.
• Children showed good ability to divide their
resources concurrently to both the PSTM buffer
and to the language processing system.
• Processing-storage balance was observed.
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• The interaction was reflected that the children
yielded significantly poorer non-word repetition
when processing complex sentences relative to
simple sentences.
• The memory measures were found to correlate
with age, findings that agree well with the
developmental memory literature.
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P erform anc e in
C om plex
6
5
4
3
Male
2
F emale
1
Total
0
G roup I
G roup II
Total
G roups
Graph3.Performance of children in Concurrent ProcessingStorage Task across group and gender in complex sentences.
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CONCLUSION
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• Memory variable did not correlate with
children’s simple sentence comprehension as
expected.
• Comprehension accuracy for complex sentences
was significantly associated with attentional
resource control/allocation .These associations
remained significant even after ruling out the
effects of age.
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The Concurrent-processing storage task score
with 25% of the variance in comprehension
between complex and simple sentence indicates
that children’s comprehension of highly familiar
complex sentence structures still requires
considerable controlled attentional functioning.
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• Children’s ability to engage in simultaneous
information processing and storage improves
with age as group II performed better than
group I .
• Hence, there is development in working
memory with increase in age from 7 to 12
years.
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The findings demonstrates a clear association
between working memory and complex
sentence comprehension in children of this
age range.
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Acknowledgment
• Our sincere thanks to our Director Dr.Nataraja
N. P., JSS institute of speech and hearing, for
permitting us to conduct this study and for his
immense guidance and support.
• Thanks to SCONLI for providing us platform
for sharing our research work.
• Thanks to all our friends for their endless
support.
References
• Adams, A., Bourke, L., &Willis, C. (1999).Working
memory and spoken language comprehension in
youngchildren. International Journal of Psychology, 34,
364–373.
• Baddeley, A. (2003).Working memory and language: An
overview. Journal of Communication Disorders, 36,189–
208.
• Barrouillet, P., & Camos, V. (2001). Developmental
increase in working memory span: Resource sharing or
temporal decay? Journal of Memory and Language, 45,
1–20.
• Montgomery J, Magimairaj BM,O’MalleyMH.(2008).
Role of Working Memory in Typically Developing
Children's Complex Sentence Comprehension.journal of
psycholinguist research.
• Towse, J., Hitch, G., & Hutton, U. (1998). A
reevaluation of working memory capacity in children.
Journal of Memory and Language, 39, 195–217.
• Vallar, G., & Baddeley, A. (1984). Phonological shortterm store, phonological processing and sentence
comprehension:A neuropsychological case study.
Cognitive Neuropsychology, 1, 121–141.