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<p class="MsoNormal">Although Julie already has these references, I
will
contribute them to the list. I think they are of interest because they
show
associations between processing load/capacity and the actual form of
the
language produced.</p>
<p class="MsoNormal"><o:p></o:p></p>
<p class="MsoNormal"><span lang="EN-GB" style="font-size: 11pt;">1) <st1:City
w:st="on"><st1:place w:st="on">Johnston</st1:place></st1:City>,
J<b>.,</b></span><span lang="EN-GB" style="font-size: 11pt;"> Smith,
L.B., & Box, P.<span style="">
</span>(1997) “Cognition and communication: Referential strategies used
by
preschoolers with specific language impairment,” <u>Journal of Speech
and
Hearing Research</u>, <u>40</u>, 964-974 .<o:p></o:p></span></p>
<p class="MsoNormal"><span lang="EN-GB" style=""><o:p> </o:p></span><i
style="">We asked four years
olds to describe two objects that were similar in some fashion (color,
size,
identity).<span style=""> </span>The language forms they used
to refer to the set varied systematically with the complexity of the
cognitive
analysis required by the set.<o:p></o:p></i></p>
<p class="MsoNormal"><o:p></o:p></p>
<p class="MsoNormal"><o:p></o:p></p>
<p class="MsoNormal">2) Moser, R. and <st1:City w:st="on"><st1:place
w:st="on">Johnston</st1:place></st1:City>,
J. (2003) Beyond storage. <span style=""> </span>Poster
presentation at SRCLD, Madison.</p>
<p class="MsoNormal"><o:p> </o:p><i style="">Among other things, in
this project we found correlations between auditory-verbal working
memory task
and scores on a test of narrative production (child creates story with
picture
support).<o:p></o:p></i></p>
<p class="MsoNormal"><i style=""><o:p> </o:p></i>3) Curran, M.,
Colozzo, P., and Johnston, J. (2004) <span style=""> </span>Narrative
assessment: Form vs Content, Poster
presentation at SRCLD, Madison.</p>
<p class="MsoNormal"><o:p> </o:p><i style="">Here we looked at the
relative strength of language forms (mostly grammaticality) and story
content(e.g.
overall coherence, explicit causality) in narratives created by 7-9
year olds.
Children who had lower auditory working memory scores were the most
likely to
show dissociations of form and content (one or the other very much
better than
the other).<o:p></o:p></i></p>
<p class="MsoNormal"><i style=""><o:p> </o:p></i>4) A last general
reminder: the studies looking explicitly
at ‘tradeoffs’ between various language domains may also prove relevant
to this
issue. For example, we have data showing increased morphology error
rates in
sentences with more complex syntax. </p>
<br>
<br>
Jean Berko Gleason wrote:<br>
<blockquote type="cite" cite="mid4182AC52.7040106@bu.edu">See also a
recent Boston University doctoral dissertation (2004) by Elena
Zaretsky, now at U Mass, Amherst: Auditory Comprehension in Children
with Specific Language Impairment: The Role of Verbal Working Memory.
She used a competing language processing task, and results pointed to
working memory capacity as an important variable.. From the abstract:
<br>
<br>
<blockquote type="cite">. Phonological working memory was assessed
through the Nonsense Word Repetition Task (NWRT), and verbal working
memory capacity through the Competing Language Processing Task (CLTP).
As hypothesized, children with SLI showed decreased capacity compared
with typical language developing controls, and showed different
patterns of association between the capacity measure and short story
comprehension. A major finding of the study was that for children with
SLI, but not for typically developing children, there was a direct
correlation between capacity measures and comprehension measures.
Moreover, phonological memory scores predicted comprehension for only
the youngest children in either group. </blockquote>
<br>
<br>
The dissertation is available through the UMichigan service, and
articles are forthcoming.
<br>
<br>
Jean Berko Gleason
<br>
<br>
<br>
<br>
---
<br>
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<br>
<br>
<br>
<br>
</blockquote>
<br>
<pre class="moz-signature" cols="72">--
"All grammars leak."
(E. Sapir, 1921)
-----------------------------
Judith R. Johnston
Professor, Audiology and Speech Sciences
University of British Columbia
5804 Fairview Ave.
Vancouver B.C. V6T 1Z3
Canada
FX: 604-822-6569
PH: 604-822-6005
</pre>
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