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Specific language impairment: relationship between receptive vocabulary and working memory

Grant number: 09/04282-5
Support type:Scholarships in Brazil - Master
Effective date (Start): September 01, 2009
Effective date (End): June 30, 2011
Field of knowledge:Health Sciences - Speech Therapy
Principal Investigator:Simone Rocha de Vasconcellos Hage
Grantee:Marcia Aparecida Grivol
Home Institution: Faculdade de Odontologia de Bauru (FOB). Universidade de São Paulo (USP). Bauru , SP, Brazil

Abstract

Introduction: Specific Language Impairment (SLI) is the term used in the diagnosis of children with delayed language development of at least 12 months, with no sensory or intellectual deficits, pervasive development disorders, evident brain damage, and have appropriate emotional and social conditions.Studies shows that the performance of children with SLI is lower than their normal peers in tasks of working memory and relates language disorders with sentence comprehension and vocabulary with deficits in this memory.The fact that studies proves deficits in visual memory must be considered in speech-language intervention, because there is evidence that these children do not benefit from visual clues to verbal development, as their normal peers do. But there are differences in studies that show that these children have no deficit in visual memory. Thus, it explains the porpose of this study to examine whether there are differences in performance of working memory tasks when the material is offered by auditory and visual, and the relationship between working memory and vocabulary.Porpose: To compare the performance of children hit SLI and their normal peers in receptive vocabulary tasks and working memory tasks; compare the performance in tasks of non-words repetition and pictorial memory in both children with SLI and their normal peers, verifying whether there is difference in function of the material is being presented through auditory or visual and correlate the performance of children with SLI on tasks of receptive vocabulary and working memory. Methodology: 60 children will be evaluated, 20 of them diagnosed with SLI and 40 with normal language development,matched by chronological age and language tasks measures, which will apply two tasks that evaluates working memory and a task that evaluates receptive vocabulary. The results are analyzed using statistic measures. (AU)

Academic Publications
(References retrieved automatically from State of São Paulo Research Institutions)
GRIVOL, Marcia Aparecida. Distúrbio específico de linguagem: relações entre memória de trabalho e vocabulário receptivo. 2011. Master's Dissertation - Universidade de São Paulo (USP). Faculdade de Odontologia de Bauru Bauru.

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