Verbal Working Memory and Story Retelling in School-Age Children With Autism.
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| Title: | Verbal Working Memory and Story Retelling in School-Age Children With Autism. |
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| Authors: | Gabig, Cheryl Smith1,2 Cheryl.gabig@lehman.cuny.edu |
| Source: | Language, Speech & Hearing Services in Schools. Oct2008, Vol. 39 Issue 4, p498-511. 14p. 5 Charts, 1 Graph. |
| Subject Terms: | *Autistic children, *Language testing of children, *Storytelling, *Vocabulary, *Memory, *Comprehension, *Memorization, *Autism in children, *Mental discipline, *Language ability testing |
| Abstract: | Purpose: This study examined verbal working memory and language ability in 15 school-age children with autism using 3 verbal working memory tasks and 1 story recall task. Method: Three measures of verbal working memory—nonword repetition, memory for digits span, and sentence imitation—were given to children with autism and age-matched controls. Verbal working memory measures were chosen to reflect increasing levels of cognitive-linguistic complexity. Story retelling was measured using The Renfrew Bus Story ( J. Cowley & C. Glasgow, 1994) and was scored for the percentage of propositions recalled and the average utterance length. Results: A profile of verbal working memory deficits was seen in children with autism, with poorer performance on more complex verbal memory tasks. Performance on the 3 verbal memory tasks was independent of articulation ability. For the group with autism, receptive vocabulary was associated with sentence imitation and story recall but not with nonword repetition or digits span. Sentence imitation was related to story recall, but the relationship disappeared when the effect of vocabulary was removed. Conclusions: Vocabulary and language processing demands affect the performance of children with autism on tasks of verbal memory and story retelling. Results are viewed within a connectionist framework of verbal working memory. [ABSTRACT FROM AUTHOR] |
| Copyright of Language, Speech & Hearing Services in Schools is the property of American Speech-Language-Hearing Association and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 34548584 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Verbal Working Memory and Story Retelling in School-Age Children With Autism. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Gabig%2C+Cheryl+Smith%22">Gabig, Cheryl Smith</searchLink><relatesTo>1,2</relatesTo><i> Cheryl.gabig@lehman.cuny.edu</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Language%2C+Speech+%26+Hearing+Services+in+Schools%22">Language, Speech & Hearing Services in Schools</searchLink>. Oct2008, Vol. 39 Issue 4, p498-511. 14p. 5 Charts, 1 Graph. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Autistic+children%22">Autistic children</searchLink><br />*<searchLink fieldCode="DE" term="%22Language+testing+of+children%22">Language testing of children</searchLink><br />*<searchLink fieldCode="DE" term="%22Storytelling%22">Storytelling</searchLink><br />*<searchLink fieldCode="DE" term="%22Vocabulary%22">Vocabulary</searchLink><br />*<searchLink fieldCode="DE" term="%22Memory%22">Memory</searchLink><br />*<searchLink fieldCode="DE" term="%22Comprehension%22">Comprehension</searchLink><br />*<searchLink fieldCode="DE" term="%22Memorization%22">Memorization</searchLink><br />*<searchLink fieldCode="DE" term="%22Autism+in+children%22">Autism in children</searchLink><br />*<searchLink fieldCode="DE" term="%22Mental+discipline%22">Mental discipline</searchLink><br />*<searchLink fieldCode="DE" term="%22Language+ability+testing%22">Language ability testing</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Purpose: This study examined verbal working memory and language ability in 15 school-age children with autism using 3 verbal working memory tasks and 1 story recall task. Method: Three measures of verbal working memory—nonword repetition, memory for digits span, and sentence imitation—were given to children with autism and age-matched controls. Verbal working memory measures were chosen to reflect increasing levels of cognitive-linguistic complexity. Story retelling was measured using The Renfrew Bus Story ( J. Cowley & C. Glasgow, 1994) and was scored for the percentage of propositions recalled and the average utterance length. Results: A profile of verbal working memory deficits was seen in children with autism, with poorer performance on more complex verbal memory tasks. Performance on the 3 verbal memory tasks was independent of articulation ability. For the group with autism, receptive vocabulary was associated with sentence imitation and story recall but not with nonword repetition or digits span. Sentence imitation was related to story recall, but the relationship disappeared when the effect of vocabulary was removed. Conclusions: Vocabulary and language processing demands affect the performance of children with autism on tasks of verbal memory and story retelling. Results are viewed within a connectionist framework of verbal working memory. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Language, Speech & Hearing Services in Schools is the property of American Speech-Language-Hearing Association and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1044/0161-1461(2008/07-0023) Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 14 StartPage: 498 Subjects: – SubjectFull: Autistic children Type: general – SubjectFull: Language testing of children Type: general – SubjectFull: Storytelling Type: general – SubjectFull: Vocabulary Type: general – SubjectFull: Memory Type: general – SubjectFull: Comprehension Type: general – SubjectFull: Memorization Type: general – SubjectFull: Autism in children Type: general – SubjectFull: Mental discipline Type: general – SubjectFull: Language ability testing Type: general Titles: – TitleFull: Verbal Working Memory and Story Retelling in School-Age Children With Autism. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Gabig, Cheryl Smith IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 10 Text: Oct2008 Type: published Y: 2008 Identifiers: – Type: issn-print Value: 01611461 Numbering: – Type: volume Value: 39 – Type: issue Value: 4 Titles: – TitleFull: Language, Speech & Hearing Services in Schools Type: main |
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