Hostname: page-component-76dd75c94c-nbtfq Total loading time: 0 Render date: 2024-04-30T08:52:26.682Z Has data issue: false hasContentIssue false
  • English
  • Français

Relationship between working memory and complex syntax in children with Developmental Language Disorder

Published online by Cambridge University Press:  28 November 2019

Hélène DELAGE  and
Ulrich Hans FRAUENFELDER
Hélène DELAGE*
Affiliation:
University of Geneva, Geneva, Switzerland – Faculty of Psychology and Educational Sciences
Ulrich Hans FRAUENFELDER
Affiliation:
University of Geneva, Geneva, Switzerland – Faculty of Psychology and Educational Sciences
*
*Corresponding author. University of Geneva, Geneva, Switzerland – Faculty of Psychology and Educational Sciences, 40 boulevard du Pont d'Arve – 1211 GENEVE 4 – Switzerland. Tel: 0041 22 379 9170; E-mail: Helene.Delage@unige.ch
Get access Rights & Permissions [Opens in a new window]

Abstract

Some theories of Developmental Language Disorder (DLD) explain the linguistic deficits observed in terms of limitations in non-linguistic cognitive systems such as working memory. The goal of this research is to clarify the relationship between working memory and the processing of complex sentences by exploring the performance of 28 French-speaking children with DLD aged five to fourteen years and 48 typically developing children of the same age in memory and linguistic tasks. We identified predictive relationships between working memory and the comprehension and repetition of complex sentences in both groups. As for syntactic measures in spontaneous language, it is the complex spans that explain the major part of the variance in the control children. In children with DLD, however, simple spans are predictive of these syntactic measures. Our results thus reveal a robust relationship between working memory and syntactic complexity, with clinical implications for the treatment of children with DLD.

Keywords

working memory (WM)syntaxchildrenDevelopmental Language Disorder (DLD)
Type
Articles
Information
Journal of Child Language , Volume 47 , Issue 3 , May 2020 , pp. 600 - 632
Copyright
Copyright © Cambridge University Press 2019

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Adams, A. M., & Gathercole, S. E. (2000). Limitations in working memory: implications for language development. International Journal of Language and Communication Disorders, 35(1), 95–116.Google ScholarPubMed
Adani, F., Forgiarini, M., Guasti, M. T., & van der Lely, H. K. J. (2014). Number dissimilarities facilitate the comprehension of relative clauses in children with (Grammatical) Specific Language Impairment. Journal of Child Language, 41(4), 811–41.CrossRefGoogle ScholarPubMed
Alloway, T., Bibile, V., & Lau, G. (2013). Computerized working memory training: Can it lead to gains in cognitive skills in students? Computers in Human Behavior, 29(3), 632–8.CrossRefGoogle Scholar
Archibald, L. M. D., & Gathercole, S. E. (2006). Short-term and working memory in specific language impairment. International Journal of Language and Communication Disorder, 41(6), 675–93.CrossRefGoogle ScholarPubMed
Archibald, L. M. D., & Gathercole, S. E. (2007). The complexities of complex memory span: storage and processing deficits in specific language impairment. Journal of Memory and Language, 57(2), 177–94.CrossRefGoogle Scholar
Archibald, L. M. D., & Harder Griebeling, K. (2016). Rethinking the connection between working memory and language impairment. International Journal of Language and Communication Disorders, 51(3), 252–64.CrossRefGoogle ScholarPubMed
Attout, L., & Majerus, S. (2015). Working memory deficits in developmental dyscalculia: the importance of serial order. Child Neuropsychology, 21(4), 432–50.CrossRefGoogle ScholarPubMed
Baayen, R. H. (2008). Analyzing linguistic data: a practical introduction to statistics using R. Cambridge University Press.CrossRefGoogle Scholar
Baayen, R. H. (2010). languager: data sets and functions with ‘Analyzing linguistic data: a practical introduction to statistics’. Available from <http://CRAN.R-project.org/package=languageR>..>Google Scholar
Baddeley, A. D. (2003). Working memory and language: an overview. Journal of Communication Disorders, 36(3), 189–208.CrossRefGoogle ScholarPubMed
Baddeley, A. D., & Hitch, G. (1974). Working memory. Psychology of Learning and Motivation, 8, 47–89.CrossRefGoogle Scholar
Barouillet, P., & Camos, V. (2007). Le développement de la mémoire de travail. In Lautrey, J. (Ed.), Psychologie du développement et de l’éducation (pp. 51–86). Paris: Presses Universitaires.Google Scholar
Bates, D., Maechler, M., Bolker, B., Walker, S., Christensen, R. H. B., Singmann, H., … & Grothendieck, G. (2011). Package ‘lme4’. Linear mixed-effects models using S4 classes. R package version, 1–1.Google Scholar
Belsey, D. A., Kuh, E. & Welsch, R. E. (1980). Regression diagnostics: identifying influential data and sources of collinearity. New York: John Wiley.CrossRefGoogle Scholar
Bentea, A., & Durrleman, S. (2014). To move or not to move? Movement, intervention and optionality in the acquisition of A′-dependencies in French. In Costa, J., Fiéis, A., Freitas, M. J., Lobo, M., & Santos, A. L. (Eds.), Selected Proceedings of the Romance Turn V (pp. 78–100). Newcastle upon Tyne: Cambridge Scholars Publishing.Google Scholar
Bishop, D. V. M. (1989). Test for Reception of Grammar (2nd ed.). Manchester: Age and Cognitive Performance Research Centre, University of Manchester.Google Scholar
Bishop, D. V. M., Snowling, M. J., Thompson, P. A., Greenhalgh, T., & CATALISE consortium (2016). CATALISE: a multinational and multidisciplinary Delphi consensus study: identifying language impairments in children. PLoS ONE 11(12), e0168066.CrossRefGoogle ScholarPubMed
Cardy, J. E. O., Tannock, R., Johnson, A. M., & Johnson, C. J. (2010). The contribution of processing impairments to SLI: insights from attention-deficit/hyperactivity disorder. Journal of Communication Disorders, 43(2), 77–91.CrossRefGoogle ScholarPubMed
Case, R., Kurland, D. M., & Goldberg, J. (1982). Operational efficiency and the growth of short-term memory span. Journal of Experimental Child Psychology, 33(3), 386–404.CrossRefGoogle Scholar
Collette, F, & van der Linden, M. (2002). Brain imaging of the central executive component of working memory. Neuroscience & Biobehavioral Reviews, 26(2), 105–25.CrossRefGoogle ScholarPubMed
Colom, R., Abad, F. J., Quiroga, M. Á., Shih, P. C., & Flores-Mendoza, C. (2008). Working memory and intelligence are highly related constructs, but why? Intelligence, 36(6), 584–606.CrossRefGoogle Scholar
Contemori, C., & Garraffa, M. (2010). Comparison of modalities in SLI syntax: a study on the comprehension and production of non-canonical sentences. Lingua, 120, 1940–55.CrossRefGoogle Scholar
Conway, A. R. A., & Engle, R. W. (1994). Working memory and retrieval: a resource-dependent inhibition model. Journal of Experimental Psychology: General, 123(4), 354–73.CrossRefGoogle ScholarPubMed
Corps, R. E., Gambi, C., & Pickering, M. J. (2018). Coordinating utterances during turn-taking: the role of prediction, response preparation, and articulation. Discourse Processes, 55(2), 230–40.CrossRefGoogle Scholar
Cowan, N. (2005). Essays in cognitive psychology: working memory capacity. New York: Psychology Press.Google Scholar
Culbertson, J. (2010). Convergent evidence for categorial change in French: from subject clitic to agreement marker. Language, 86(1), 85–132.CrossRefGoogle Scholar
Daneman, M., & Carpenter, P. A. (1980). Individual differences in working memory and reading. Journal of Verbal Learning and Verbal Behavior, 19(4), 450–66.CrossRefGoogle Scholar
Danielsson, H., Zottarel, V., Palmqvist, L., & Lanfranchi, S. (2015). The effectiveness of working memory training with individuals with intellectual disabilities – a meta-analytic review. Frontiers in Psychology, 6, e01230.CrossRefGoogle ScholarPubMed
De La Santé, O. M. (1993). CIM 10–Classification Internationale des troubles Mentaux et des troubles du comportement: descriptions cliniques et directives pour le diagnostic. Paris: Masson.Google Scholar
Delage, H. (2008). Evolution de l'hétérogénéité linguistique chez les enfants sourds moyens et légers: Etude de la complexité morphosyntaxique (Unpublished doctoral dissertation). University François-Rabelais, Tours.Google Scholar
Delage, H., & Durrleman, S. (2018). Developmental dyslexia and specific language impairment: Distinct syntactic profiles? Clinical Linguistics & Phonetics, 32(8), 758–85.CrossRefGoogle ScholarPubMed
Delage, H., & Frauenfelder, U. (2012). Développement de la mémoire de travail et traitement des phrases complexes : Quelle relation ? 3e Congrès Mondial de Linguistique Française. SHS Web of Conferences, 1, 1555–73.CrossRefGoogle Scholar
Delage, H., & Tuller, L. (2010). Evolution of syntactic complexity and avoidance strategies in children and adolescents with mild-to-moderate hearing loss. In Castro, A., Lobo, M., Costa, J., & Pratas, F. (Eds.), Language acquisition and development: Proceedings of GALA 2009 (pp. 107–20). Newcastle-upon-Tyne: Cambridge Scholars Publishing.Google Scholar
Dispaldro, M., Deevy, P., Altoé, G., Benelli, B., & Leonard Purdue, L. B. (2011). A cross-linguistic study of real-word and non-word repetition as predictors of grammatical competence in children with typical language development. International Journal of Language and Communication Disorders, 46(5), 564–78.CrossRefGoogle ScholarPubMed
Durrleman, S., & Delage, H. (2016). Autism Spectrum Disorder and Specific Language Impairment: overlaps in syntactic profiles. Language Acquisition, 23(4), 361–86.CrossRefGoogle Scholar
Ebert, K. D., & Kohnert, K. (2011). Sustained attention in children with Primary Language Impairment: a meta-analysis. Journal of Speech, Language, and Hearing Research, 54(5), 1372–84.CrossRefGoogle ScholarPubMed
Ellis Weismer, S., Evans, J., & Hesketh, L. (1999). An examination of verbal working memory capacity in children with specific language impairment. Journal of Speech, Language, and Hearing Research, 42, 1249–60.CrossRefGoogle ScholarPubMed
Engel de Abreu, P. M. J., Gathercole, S. E., & Martin, R. (2011). Disentangling the relationship between working memory and language: the roles of short-term storage and cognitive control. Learning and Individual Differences, 21(5), 569–74.CrossRefGoogle Scholar
Eom, B., & Sung, J. E. (2016). The effects of sentence repetition-based working memory treatment on sentence comprehension abilities in individuals with aphasia. American Journal of Speech-Language Pathology, 25(4S), S823–S838.CrossRefGoogle ScholarPubMed
Friedmann, N., & Novogrodsky, R. (2004). The acquisition of relative clause comprehension in Hebrew: a study of SLI and normal development. Journal of Child Language, 31(3), 661–81.CrossRefGoogle ScholarPubMed
Frizelle, P., & Fletcher, P. (2015). The role of memory in processing relative clauses in children with specific language impairment. American Journal of Speech and Language Pathology, 24, 47–59.CrossRefGoogle ScholarPubMed
Gathercole, S. E., & Baddeley, A. D. (1990). Phonological memory deficits in language disordered children: Is there a causal connection? Journal of Memory and Language, 29(3), 336–60.CrossRefGoogle Scholar
Gathercole, S. E., Pickering, S. J., Ambridge, B., & Wearing, H. (2004). The structure of working memory from 4 to 15 years of age. Developmental Psychology, 40(2), 177–90.CrossRefGoogle ScholarPubMed
Gathercole, S. E., Service, E., Hitch, G. J., Adams, A. M., & Martin, A. J. (1999). Phonological short-term memory and vocabulary development: further evidence on the nature of the relationship. Applied Cognitive Psychology, 13(1), 65–77.3.0.CO;2-O>CrossRefGoogle Scholar
Gaulin, C., & Campbell, T. (1994). Procedure for assessing verbal working memory in normal school-age children: some preliminary data. Perceptual and Motor Skills, 79, 55–64.CrossRefGoogle ScholarPubMed
Gillam, R. B., Montgomery, J. W., Gillam, S. L., & Evans, J. L. (2017). Working memory in child language disorders. In Schwartz, R. G. (Ed.), Handbook of child language disorders (2nd ed.) (pp. 213–37). New York: Routledge.CrossRefGoogle Scholar
Graf, E. K., Evans, J. L., & Else-Quest, N. M. (2007). Differences in the nonword repetition performance of children with and without specific language impairment: a meta-analysis. Journal of Speech, Language, and Hearing Research, 50, 177–95.CrossRefGoogle Scholar
Hamann, C., & Tuller, L. (2014). Genuine versus superficial relatives in French: the depth of embedding factor. Rivista di Grammatica Generativa: Research in Generative Grammar, 36, 47–82.Google Scholar
Hamann, C., Tuller, L., Monjauze, C., Delage, H., & Henry, C. (2007). (Un)successful subordination in French-speaking children and adolescents with SLI. In Caunt-Nulton, H., Kulatilake, S. & Woo, I. (Eds), Proceedings of the 31st Annual Boston University Conference on Language Development (pp. 286–97). Somerville, MA: Cascadilla Press.Google Scholar
Hansson, K., Sahlén, B., & Mäki-Torkko, E. (2007). Can a ‘single hit’ cause limitations in language development? A comparative study of Swedish children with hearing impairment and children with specific language impairment. International Journal of Language and Communication Disorders, 42(3), 307–23.CrossRefGoogle ScholarPubMed
Hass, W. A., & Wepman, J. M. (1974). Dimensions of individual difference in the spoken syntax of school children. Journal of Speech, Language, and Hearing Research, 17(3), 455–69.CrossRefGoogle ScholarPubMed
Henry, L., & Botting, N. (2017). Working memory and developmental language impairments. Child Language Teaching and Therapy, 33(1), 19–32.CrossRefGoogle Scholar
Henry, L., Messer, D., & Nash, G. (2012). Executive functioning in children with Specific Language Impairment. Journal of Child Psychology and Psychiatry, 53(1), 37–45.CrossRefGoogle ScholarPubMed
Hick, R. F., Botting, N., & Conti-Ramsden, G. (2005). Short-term memory and vocabulary development in children with Down syndrome and children with specific language impairment. Developmental Medicine and Child Neurology, 47(8), 532–8.CrossRefGoogle ScholarPubMed
Hoffman, L. M., & Gillam, R. B. (2004). Verbal and spatial information processing constraints in children with Specific Language Impairment. Journal of Speech, Language, and Hearing Research, 47(1), 114–25.CrossRefGoogle ScholarPubMed
Hulme, C., & Snowling, M. J. (2013). Developmental disorders of language learning and cognition. Oxford: Wiley-Blackwell.Google Scholar
Jakubowicz, C. (2005). The Language Faculty: (ab)normal development and interface constraints. Talk presented at GALA, University of Siena.Google Scholar
Jakubowicz, C. (2011). Measuring derivational complexity: new evidence from typically developing and SLI learners of L1 French. Lingua, 121(3), 339–51.CrossRefGoogle Scholar
Jakubowicz, C., & Strik, N. (2008). Scope-marking strategies in the acquisition of long distance wh-questions in French and Dutch. Language and Speech, 51, 101–32.CrossRefGoogle ScholarPubMed
Jakubowicz, C., & Tuller, L. (2007). Specific Language Impairment in French. In Ayoun, D. (Ed.), French applied linguistics (pp. 97–134). Amsterdam/Philadelphia: John Benjamins.Google Scholar
Klingberg, T., Fernell, E., Olesen, P. J., Johnson, M., Gustafsson, P., Dahlstrom, K. et al. (2005). Computerized training of working memory in children with ADHD – a randomized, controlled trial. Journal of the American Academy of Child and Adolescent Psychiatry, 44(2), 177–86.CrossRefGoogle ScholarPubMed
La Pointe, L. B., & Engle, R. W. (1990). Simple and complex word spans as measures of working memory capacity. Journal of Experimental Psychology: Learning, Memory, and Cognition, 16(6), 1118–33.Google Scholar
Leadholm, B. J., & Miller, J. F. (1992). Language sample analysis: the Wisconsin guide, Madison, WI: Wisconsin Department of Public Instruction.Google Scholar
Leclercq, A. L., & Majerus, S. (2010). Serial-order short-term memory predicts vocabulary development: evidence from a longitudinal study. Developmental Psychology, 46(2), 417–27.CrossRefGoogle ScholarPubMed
Lecocq, P. (1996). L'ECOSSE: une épreuve de compréhension syntaxo-sémantique. Lille: Presses Universitaires de Septentrion.Google Scholar
Leonard, L. B. (1998). Children with Specific Language Impairment. Cambridge, MA: MIT Press.Google ScholarPubMed
Leonard, L. B. (2014). Children with Specific Language Impairment and their contribution to the study of language development. Journal of Child Language, 41(1), 38–47.CrossRefGoogle Scholar
Loban, W. (1976). Language development: kindergarten through grade twelve (NCTE Committee on Research Report No. 18). Urbana, IL: National Council of Teachers of English.Google Scholar
Lukács, Á., Ladányi, E., Fazekas, K., & Kemény, F. (2016). Executive functions and the contribution of short term memory span in children with specific language impairment. Neuropsychology, 30(3), 296–303.CrossRefGoogle ScholarPubMed
MacDonald, M. C., & Christiansen, M. H. (2002). Reassessing working memory: comment on Just and Carpenter (1992) and Waters and Caplan (1996). Psychological Review, 109(1), 35–54.CrossRefGoogle Scholar
Magimairaj, B. M., & Montgomery, J. W. (2013). Examining the relative contribution of memory updating, attention focus switching, and sustained attention to children's verbal working memory span. Child Development Research, 763808.Google Scholar
Majerus, S. (2008). La mémoire verbale à court terme: un simple produit des interactions entre systèmes langagiers, attentionnels et de traitement de l'ordre sériel? Psychologie Française, 53(3), 327–41.CrossRefGoogle Scholar
Majerus, S. (2016). Optimisation et rééducation de la mémoire de travail : une synthèse critique. ANAE, 141, 167–74.Google Scholar
Majerus, S., Leclercq, A. L., Grossmann, A., Billard, C., Touzin, M., van der Linden, M., & Poncelet, M. (2009). Serial order short-term memory capacities and specific language impairment: no evidence for a causal association. Cortex, 45(6), 708–20.CrossRefGoogle ScholarPubMed
Majerus, S., Poncelet, M., Greffe, C., & van der Linden, M. (2006). Relations between vocabulary development and verbal short-term memory: the relative importance of short-term memory for serial order and item information. Journal of Experimental Child Psychology, 93(2), 95–119.CrossRefGoogle ScholarPubMed
Marinis, T., & Saddy, D. (2013). Parsing the passive: comparing children with specific language impairment to sequential bilingual children. Language Acquisition: A Journal of Developmental Linguistics, 20(2), 155–79.CrossRefGoogle Scholar
Marinis, T., & van der Lely, H. K. J. (2007). On-line processing of wh-questions in children with G-SLI and typically developing children. International Journal of Language and Communication Disorders, 42(5), 557–82.CrossRefGoogle ScholarPubMed
Martinez-Perez, T., Majerus, S., Mahot, A., & Poncelet, M. (2012). Evidence for a specific impairment of serial order short-term memory in dyslexic children. Dyslexia, 18(2), 94–109.CrossRefGoogle ScholarPubMed
McDonald, J. L., Seidel, C. M., Hammarrlund, R., & Oetting, J. B. (2018). Working memory performance in children with and without specific language impairment in two nonmainstream dialects of English. Applied Psycholinguistics, 39, 145–67.CrossRefGoogle Scholar
Melby-Lervag, M., & Hulme, C. (2013). Is working memory training effective? A meta-analytic review. Developmental Psychology, 49(2), 270–91.CrossRefGoogle ScholarPubMed
Montgomery, J. W. (2000). Verbal working memory and sentence comprehension in children with specific language impairment. Journal of Speech, Language, and Hearing Research, 43(2), 293–308.CrossRefGoogle ScholarPubMed
Montgomery, J. W. (2002). Understanding the language difficulties of children with Specific Language Impairments: Does verbal working memory matter? American Journal of Speech-Language Pathology, 11(1), 77–91.CrossRefGoogle Scholar
Montgomery, J. W., & Evans, J. L. (2009). Complex sentence comprehension and working memory in children with Specific Language Impairment. Journal of Speech, Language, and Hearing Research, 52(2), 269–88.CrossRefGoogle ScholarPubMed
Montgomery, J. W., Evans, J. L., Fargo, J. D., Schwartz, S., & Gillam, R. B. (2018). Structural relationship between cognitive processing and syntactic sentence comprehension in children with and without developmental language disorder. Journal of Speech, Language, and Hearing Research, 61(12), 2950–76.CrossRefGoogle ScholarPubMed
Montgomery, J. W., Gillam, R. B., & Evans, J. L. (2016). Syntactic versus memory accounts of the sentence comprehension deficits of Specific Language Impairment: looking back, looking ahead. Journal of Speech, Language, and Hearing Research, 59(6), 1491–504.CrossRefGoogle ScholarPubMed
Montgomery, J. W., Gillam, R. B., Evans, J. L., & Sergeev, A. V. (2017). ‘whatdunit?’ Sentence comprehension abilities of children with SLI: sensitivity to word order in canonical and noncanonical structures. Journal of Speech, Language, and Hearing Research, 60(9), 2603–18.CrossRefGoogle Scholar
Montgomery, J. W., Magimairaj, B. M., & Finney, M. C. (2010). Working memory and Specific Language Impairment: an update on the relation and perspectives on assessment and treatment. American Journal of Speech-Language Pathology, 19(1), 78–94.CrossRefGoogle ScholarPubMed
Montgomery, J. W., Magimairaj, B. M., & O'Malley, M. H. (2008). Role of working memory in typically developing children's complex sentence comprehension. Journal of Psycholinguistic Research, 37, 331–54.CrossRefGoogle ScholarPubMed
Mousty, P., Leybaert, J., Alegria, J., Content, A., & Moraïs, J. (1994). B.E.L.E.C.: Batterie d’évaluation du langage et de ses troubles. Bruxelles: Laboratoire de psychologie expérimentale, Université libre de Bruxelles.Google Scholar
Oberauer, K. (2013). The focus of attention in working memory–from metaphors to mechanisms. Frontiers in Human Neuroscience, 7, e00673.CrossRefGoogle ScholarPubMed
Paradis, J., Crago, M., & Genesee, F. (2003). Object clitics as a clinical marker of SLI in French: evidence from French–English bilingual children. In Beachley, B., Brown, A., & Conlin, F. (Eds.), Proceedings of the 27th Annual Boston University Conference on Language Development (pp. 638–49). Somerville, MA: Cascadilla Press.Google Scholar
Parisse, C., & Maillart, C. (2004). Le développement morphosyntaxique des enfants présentant des troubles de développement du langage: données francophones. Enfance, 56(1), 20–35.CrossRefGoogle Scholar
Poll, G. H., Miller, C. A., Mainela-Arnold, E., Adams, K. D., Misra, M. & Park, J. S. (2013). Effects of children's working memory capacity and processing speed on their sentence imitation performance. International Journal of Language & Communication Disorders 48(3), 329–42.CrossRefGoogle ScholarPubMed
Prévost, P. (2009). The acquisition of French: the development of inflectional morphology and syntax in L1 acquisition, bilingualism, and L2 acquisition. Amsterdam/Philadelphia: John Benjamins.CrossRefGoogle Scholar
Pross, N., Gaonac'h, D., & Gaux, C. (2008). Développement de la mémoire de travail : relations du centre exécutif avec la boucle phonologique et le calepin visuospatial chez des enfants de CE1 et de CM2. Psychologie Française, 53(3), 307–26.CrossRefGoogle Scholar
Raven, J. C., Court, J. H., & Raven, J. (1998). Progressives Matrices Couleur. Paris: EAP.Google Scholar
Reilly, J., Losh, M., Bellugi, U., & Wulfeck, B. (2004). ‘Frog, where are you?’ Narratives in children with specific language impairment, early focal brain injury, and Williams syndrome. Brain and Language, 88(2), 229–47.CrossRefGoogle ScholarPubMed
Rizzi, L. (2002). Locality and Left Periphery. In Belletti, A. (Ed.), Structures and beyond: The cartography of syntactic structures (Vol. 2) (pp. 223-51). Oxford University Press.Google Scholar
Robertson, E. K. & Joanisse, M. F. (2010). Spoken sentence comprehension in children with dyslexia and language impairment: the roles of syntax and working memory. Applied Psycholinguistics 31(1), 141–65.CrossRefGoogle Scholar
Scheidnes, M., & Tuller, L. (2013). L2 children embed normally, but children with SLI do not. In Lobo, M. & Santos, A. L. (Eds.), Selected Proceedings of the Romance Turn V (pp. 261–84). Newcastle-upon-Tyne: Cambridge Scholars Publishing.Google Scholar
Siegel, L. S. (1994). Working memory and reading: a life-span perspective. International Journal of Behavioral Development, 17(1), 109–24.CrossRefGoogle Scholar
Soares, C. (2006). La syntaxe de la périphérie gauche et son acquisition en Portugais Européen (Unpublished doctoral dissertation). University of Paris 8, Paris.Google Scholar
Stanford, E., Durrleman, S., & Delage, H. (in press). The effect of working memory training on a clinical marker of French-speaking children with Developmental Language Disorder. American Journal of Speech-Language Pathology. https://doi.org/10.1044/2019_AJSLP-18-0238Google Scholar
Steel, G., Rose, M., Eadie, P., & Thornton, R. (2013). Assessment of complement clauses: a comparison between elicitation tasks and language sample data. International Journal of Speech-Language Pathology, 15(3), 286–95.CrossRefGoogle ScholarPubMed
Tallal, P. (1976). Rapid auditory processing in normal and disordered language development. Journal of Speech, Language, and Hearing Research, 19(3), 561–71.CrossRefGoogle ScholarPubMed
Thibault, M. P., Helloin, M. C., & Croteau, B. (2010). Exalang 5/8, batterie informatisée d'examen du langage oral et écrit chez des enfants de 5 à 8 ans. Maromme: Orthomotus.Google Scholar
Thordardottir, E., Kehayia, E., Mazer, B., Lessard, N., Majnemer, A., Sutton, A., Trudeau, N., & Chilingaryan, G. (2011). Sensitivity and specificity of French language and processing measures for the identification of primary language impairment at age 5. Journal of Speech, Language, and Hearing Research, 54(2), 580–97.CrossRefGoogle ScholarPubMed
Tomblin, J. B., & Nippold, M. A. (2014). Understanding individual differences in language development across the school years. London: Psychology Press.CrossRefGoogle Scholar
Tuller, L., Delage, H., & Monjauze, C. (2006). Avoiding complexity in atypical development of French. Latsis Colloquium of the University of Geneva: Early Language Development and Disorders, Geneva.Google Scholar
Tuller, L., Delage, H., Monjauze, C., Piller, A. G., & Barthez, M. A. (2011). Clitic pronoun production as a measure of atypical language development in French. Lingua, 121(3), 423–41.CrossRefGoogle Scholar
Tuller, L., Henry, C., Sizaret, E., & Bathez, M. A. (2012). SLI at adolescence: avoiding complexity. Applied Psycholinguistics, 33, 161–84.CrossRefGoogle Scholar
Turner, M. L., & Engle, R. W. (1989). Is working memory capacity task dependent? Journal of Memory and Language, 28(2), 127–54.CrossRefGoogle Scholar
Ullman, M. T., & Pierpont, E. I. (2005). Specific language impairment is not specific to language: the procedural deficit hypothesis. Cortex, 41(3), 399–433.CrossRefGoogle Scholar
van der Lely, H. K. J. (1996). Specifically language impaired and normally developing children: verbal passive vs. adjectival passive sentence interpretation. Lingua, 98(4), 243–72.Google Scholar
van der Lely, H. K. J. & Battell, J. (2003). Wh-movement in children with grammatical SLI: a test of the RDDR hypothesis. Language, 79(1), 153–81.CrossRefGoogle Scholar
van der Lely, H. K. J., Jones, M., & Marshall, C. (2011). Who did Buzz see someone? Grammaticality judgment of wh-questions in typically developing children and children with G-SLI. Lingua, 121, 408–22.CrossRefGoogle Scholar
van der Lely, H. K. J., & Marshall, C. R. (2011). Grammatical-specific language impairment: a window onto domain specificity. In Gouendouzi, J., Loncke, F., & Williams, M. J. (Eds.), The handbook of psycholinguistics and cognitive processes: perspectives in communication disorders (pp. 401–18). New York: Psychology Press.Google Scholar
Verhagen, J., & Leseman, P. (2016). How do verbal short-term memory and working memory relate to the acquisition of vocabulary and grammar? A comparison between first and second language learners. Journal of Experimental Child Psychology, 141, 65–82.CrossRefGoogle ScholarPubMed
Vugs, B., Hendriks, M., Cuperus, J., Knoors, H., & Verhoeven, L. (2017). Developmental associations between working memory and language in children with Specific Language Impairment: a longitudinal study. Journal of Speech, Language, and Hearing Research, 60(11), 3284–94.CrossRefGoogle ScholarPubMed
Wechsler, D. (2005). WISC-IV: Echelle d'Intelligence de Wechsler pour Enfants (4th ed.). Paris: Les Editions du Centre de Psychologie Appliquée.Google Scholar
Weismer, S. E., Davidson, M. M., Gangopadhyay, I., Sindberg, H., Roebuck, H., & Kaushanskaya, M. (2017). The role of nonverbal working memory in morphosyntactic processing by children with specific language impairment and autism spectrum disorders. Journal of Neurodevelopmental Disorders, 9(28), <https://doi.org/10.1186/s11689-017-9209-6>Google Scholar
Weismer, S. E., Plante, E., Jones, M. & Tomblin, J. B. (2005). A functional magnetic resonance imaging investigation of verbal working memory in adolescents with specific language impairment. Journal of Speech, Language, and Hearing Research, 48(2), 405–25.CrossRefGoogle Scholar
Willis, C. S., & Gathercole, S. E. (2001). Phonological short-term memory contributions to sentence processing in young children. Memory, 9(4/6), 349–63.CrossRefGoogle ScholarPubMed
Zakariás, L., Keresztes, A., Marton, K., & Wartenburger, I. (2016). Positive effects of a computerised working memory and executive function training on sentence comprehension in aphasia. Neuropsychological Rehabilitation, 23(3), 369–86.Google Scholar
Zebib, R., Tuller, L., Prévost, P., & Morin, E. (2013). Formal language impairment in French-speaking children with ASD: a comparative ASD/SLI Study. In Stavrakaki, S., Lalioti, M., & Konstantinopoulou, P. (Eds.), Advances in language acquisition (pp. 472–84). Newcastle-upon-Tyne: Cambridge Scholars Publishing.Google Scholar