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Relative Contribution of Verbal Working Memory and Attention to Child Language

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Title: Relative Contribution of Verbal Working Memory and Attention to Child Language
Language: English
Authors: Chow, Jason C. (ORCID 0000-0002-2878-7410), Ekholm, Eric, Bae, Christine L.
Source: Assessment for Effective Intervention. Dec 2021 47(1):3-13.
Availability: SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Peer Reviewed: Y
Page Count: 11
Publication Date: 2021
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Early Childhood Education
Grade 1
Primary Education
Grade 2
Descriptors: Verbal Ability, Short Term Memory, Child Language, Cognitive Ability, Elementary School Students, Grade 1, Grade 2, Scores, Cognitive Tests, Predictor Variables, Attention, Language Acquisition, Listening Comprehension Tests, Receptive Language
Assessment and Survey Identifiers: Woodcock Johnson Tests of Cognitive Ability, Test for Auditory Comprehension of Language
DOI: 10.1177/1534508420946361
ISSN: 1534-5084
Abstract: It is common in intervention research to use measures of working memory either as an explanatory or a control variable. This study examines the contribution of cognitive abilities, including verbal working memory (WM) and attention, to language performance in first- and second-grade children. We assessed children (N = 414) on two forms of verbal WM, one attention, and two standardized assessments of language. Scores from all three measures of cognitive abilities significantly predicted latent language (64% variance). Both verbal WM measures were stronger predictors of a latent language variable compared to attention. Exploratory analyses revealed differences in the role of cognitive variables to language subdomains. The findings deepen our understanding of the relative associations between verbal WM, attention, and language. We conclude that it is important to consider the language demands of tasks when making decisions about assessment of verbal WM, specifically in the context of intervention research in domains that require language.
Abstractor: As Provided
Entry Date: 2022
Accession Number: EJ1320505
Database: ERIC
FullText Text:
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  Data: Relative Contribution of Verbal Working Memory and Attention to Child Language
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  Data: <searchLink fieldCode="AR" term="%22Chow%2C+Jason+C%2E%22">Chow, Jason C.</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-2878-7410">0000-0002-2878-7410</externalLink>)<br /><searchLink fieldCode="AR" term="%22Ekholm%2C+Eric%22">Ekholm, Eric</searchLink><br /><searchLink fieldCode="AR" term="%22Bae%2C+Christine+L%2E%22">Bae, Christine L.</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Assessment+for+Effective+Intervention%22"><i>Assessment for Effective Intervention</i></searchLink>. Dec 2021 47(1):3-13.
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  Data: SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
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  Data: Y
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  Data: 11
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  Data: 2021
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+1%22">Grade 1</searchLink><br /><searchLink fieldCode="EL" term="%22Primary+Education%22">Primary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+2%22">Grade 2</searchLink>
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  Data: 10.1177/1534508420946361
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  Data: 1534-5084
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: It is common in intervention research to use measures of working memory either as an explanatory or a control variable. This study examines the contribution of cognitive abilities, including verbal working memory (WM) and attention, to language performance in first- and second-grade children. We assessed children (N = 414) on two forms of verbal WM, one attention, and two standardized assessments of language. Scores from all three measures of cognitive abilities significantly predicted latent language (64% variance). Both verbal WM measures were stronger predictors of a latent language variable compared to attention. Exploratory analyses revealed differences in the role of cognitive variables to language subdomains. The findings deepen our understanding of the relative associations between verbal WM, attention, and language. We conclude that it is important to consider the language demands of tasks when making decisions about assessment of verbal WM, specifically in the context of intervention research in domains that require language.
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  Data: 2022
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  Label: Accession Number
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  Data: EJ1320505
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        Value: 10.1177/1534508420946361
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      – Text: English
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        PageCount: 11
        StartPage: 3
    Subjects:
      – SubjectFull: Verbal Ability
        Type: general
      – SubjectFull: Short Term Memory
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      – SubjectFull: Child Language
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      – SubjectFull: Cognitive Ability
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      – SubjectFull: Elementary School Students
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      – SubjectFull: Scores
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      – SubjectFull: Cognitive Tests
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      – SubjectFull: Predictor Variables
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      – SubjectFull: Attention
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      – SubjectFull: Language Acquisition
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      – SubjectFull: Listening Comprehension Tests
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      – SubjectFull: Receptive Language
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      – SubjectFull: Test for Auditory Comprehension of Language
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      – TitleFull: Relative Contribution of Verbal Working Memory and Attention to Child Language
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