Gras-Vincendon A, Belion M, Abecassis J, Bursztejn C
Service Psychothérapique pour Enfants et Adolescents-Universitaires de Strasbourg.
Ann Med Psychol (Paris). 1994 Oct;152(8):550-2.
Memory, and particularly short-term memory or "working memory" (Baddeley), is involved in language acquisition in children. We have studied short-term memory, with verbal-and non verbal tests, of 8 children suffering from developmental dysphasia compared with other ones, matched in terms of age and performance I.Q. (W.I.S.C.-R.). The digit span did not significantly differ in the two groups, while the visuo-spatial span was lower in the dysphasic group. The memorization of a list of monosyllabic words by dysphasic children was poor in the absence of visual presentation and improved by it. Differences between dysphasic and control-children are unlikely to be due to speech rate which does not significantly differ from one group to the other one. The results suggest the existence, in language disordered children, of cognitive functions disorders much more important than those directly involved in the speech production.
记忆，尤其是短期记忆或“工作记忆”（巴德利），在儿童语言习得过程中发挥着作用。我们采用言语和非言语测试，对8名患有发育性言语障碍的儿童的短期记忆进行了研究，并与其他在年龄和智力表现（韦氏儿童智力量表修订版）上相匹配的儿童作了比较。两组儿童的数字广度没有显著差异，而言语障碍组的视觉空间广度较低。言语障碍儿童在没有视觉呈现的情况下，记忆单音节词列表的能力较差，而视觉呈现则能改善这种情况。言语障碍儿童与对照组儿童之间的差异不太可能是由于语速造成的，因为两组之间的语速没有显著差异。研究结果表明，在语言障碍儿童中，存在比直接参与言语产生的认知功能障碍更为重要的认知功能障碍。
