Gillam R B, Cowan N, Marler J A
University of Texas-Austin, USA.
J Speech Lang Hear Res. 1998 Aug;41(4):913-26. doi: 10.1044/jslhr.4104.913.
School-age children with specific language impairment (SLI) and age-matched controls were tested for immediate recall of digits presented visually, auditorily, or audiovisually. Recall tasks compared speaking and pointing response modalities. Each participant was tested at a level that was consistent with her or his auditory short-term memory span. Traditional effects of primacy, recency, and modality (an auditory recall advantage) were obtained for both groups. The groups performed similarly when audiovisual stimuli were paired with a spoken response, but children with SLI had smaller recency effects together with an unusually poor recall when visually presented items were paired with a pointing response. Such results cannot be explained on the basis of an auditory or speech deficit per se, and suggest that children with SLI have difficulty either retaining or using phonological codes, or both, during tasks that require multiple mental operations. Capacity limitations, involving the rapid decay of phonological representations and/or performance limitations related to the use of less demanding and less effective coding and retrieval strategies, could have contributed to the working memory deficiencies in the children with SLI.
对患有特定语言障碍（SLI）的学龄儿童和年龄匹配的对照组进行测试，以考察他们对通过视觉、听觉或视听方式呈现的数字的即时回忆能力。回忆任务比较了口语和指认两种反应方式。每个参与者都在与其听觉短期记忆广度相符的水平上接受测试。两组均呈现出传统的首因效应、近因效应和模态效应（听觉回忆优势）。当视听刺激与口语反应配对时，两组表现相似，但当视觉呈现的项目与指认反应配对时，患有SLI的儿童近因效应较小，且回忆能力异常差。这些结果无法单纯基于听觉或言语缺陷来解释，这表明患有SLI的儿童在需要多种心理操作的任务中，难以保留或使用语音编码，或两者皆难。容量限制，包括语音表征的快速衰退和/或与使用要求较低且效率较低的编码及检索策略相关的表现限制，可能导致了患有SLI的儿童的工作记忆缺陷。
