Archibald Lisa M D
University of Western Ontario, London, Canada.
Lang Speech Hear Serv Sch. 2018 Jul 5;49(3):424-433. doi: 10.1044/2018_LSHSS-17-0094.
This article considers how the language performance of school-age children with language impairments, such as developmental language disorder, is influenced by the reciprocal relationship of existing linguistic knowledge and working memory resources and the resultant implications for assessment.
A viewpoint is provided by reviewing working memory theory, empirical evidence of the reciprocal relationship between working memory and existing language knowledge, and critically evaluating available standardized and nonstandardized tools designed to assess working memory or linguistic skills.
Speech-language pathologists with an excellent understanding of the reciprocal relationship between working memory and linguistic knowledge will need to examine performance across tasks and contexts varying in these demands in order to achieve an accurate clinical profile of relevant strengths and weaknesses for individual children.
本文探讨了患有语言障碍（如发育性语言障碍）的学龄儿童的语言表现如何受到现有语言知识与工作记忆资源之间的相互关系的影响，以及由此对评估产生的影响。
通过回顾工作记忆理论、工作记忆与现有语言知识之间相互关系的实证证据，并批判性地评估旨在评估工作记忆或语言技能的现有标准化和非标准化工具，提供了一种观点。
对工作记忆与语言知识之间的相互关系有深入理解的言语语言病理学家，需要在不同要求的任务和情境中检查儿童的表现，以便准确了解个体儿童相关优势和劣势的临床概况。
