Table of Contents Author Guidelines
Child Development Research
Volume 2014, Article ID 450734, 11 pages
http://dx.doi.org/10.1155/2014/450734
Research Article

Role of Working Memory Storage and Attention Focus Switching in Children’s Comprehension of Spoken Object Relative Sentences

1Communication Sciences and Disorders, Ohio University, Athens, OH 45701, USA
2Communication Disorders and Deaf Education, Utah State University, Logan, UT 84322, USA
3Communication Sciences and Disorders, University of Texas at Dallas, Richardson, TX 75080, USA

Received 2 March 2014; Revised 30 April 2014; Accepted 30 April 2014; Published 20 May 2014

Academic Editor: Nobuo Masataka

Copyright © 2014 Mianisha C. Finney et al. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Citations to this Article [7 citations]

The following is the list of published articles that have cited the current article.

  • Susan Ellis Weismer, Meghan M. Davidson, Ishanti Gangopadhyay, Heidi Sindberg, Hettie Roebuck, and Margarita Kaushanskaya, “The role of nonverbal working memory in morphosyntactic processing by children with specific language impairment and autism spectrum disorders,” Journal of Neurodevelopmental Disorders, vol. 9, no. 1, 2017. View at Publisher · View at Google Scholar
  • Yazmin Ahmad Rusli, and James W. Montgomery, “Children's Comprehension of Object Relative Sentences: It's Extant Language Knowledge That Matters, Not Domain-General Working Memory,” Journal of Speech, Language, and Hearing Research, vol. 60, no. 10, pp. 2865–2878, 2017. View at Publisher · View at Google Scholar
  • James W. Montgomery, Julia L. Evans, Jamison D. Fargo, Sarah Schwartz, and Ronald B. Gillam, “Structural Relationship Between Cognitive Processing and Syntactic Sentence Comprehension in Children With and Without Developmental Language Disorder,” Journal of Speech Language and Hearing Research, pp. 1, 2018. View at Publisher · View at Google Scholar
  • Josefine Karlsson, Dietsje Jolles, Arnout Koornneef, Paul van den Broek, and Linda Van Leijenhorst, “Individual differences in children’s comprehension of temporal relations: Dissociable contributions of working memory capacity and working memory updating,” Journal of Experimental Child Psychology, vol. 185, pp. 1–18, 2019. View at Publisher · View at Google Scholar
  • Emily Stanford, Stephanie Durrleman, and Hélène Delage, “The Effect of Working Memory Training on a Clinical Marker of French-Speaking Children With Developmental Language Disorder,” American Journal of Speech-Language Pathology, pp. 1–23, 2019. View at Publisher · View at Google Scholar
  • Ronald B. Gillam, James W. Montgomery, Julia L. Evans, and Sandra L. Gillam, “Cognitive predictors of sentence comprehension in children with and without developmental language disorder: Implications for assessment and treatment,” International Journal of Speech-Language Pathology, pp. 1–12, 2019. View at Publisher · View at Google Scholar
  • Yara Aljahlan, and Tammie J. Spaulding, “The Impact of Manipulating Attentional Shifting Demands on Preschool Children With Specific Language Impairment,” Journal of Speech, Language, and Hearing Research, pp. 1–14, 2019. View at Publisher · View at Google Scholar