Phonological memory and vocabulary learning in children with focal lesions.
Eleven children with early focal lesions were compared with 70 age-matched controls to assess their performance in repeating non-words, in learning new words, and in immediate serial recall, a triad of abilities that are believed to share a dependence on serial ordering mechanisms (e.g.,; ). Results for the experimental group were also compared with other assessments previously reported for the same children by. The children with brain injury showed substantial impairment relative to controls in the experimental tasks, in contrast with relatively unimpaired performance on measures of vocabulary and non-verbal intelligence. The relationships between word learning, non-word repetition, and immediate serial recall were similar to those observed in several other populations. These results support previous reports that there are persistent processing impairments following early brain injury, despite developmental plasticity. They also suggest that word learning, non-word repetition, and immediate serial recall may be relatively demanding tasks, and that their relationship is a fundamental aspect of the cognitive system.
Department of Psychology, University of Iowa, Iowa City 52242, USA. prahlad-gupta@uiowa.edu
Prahlad
P
Gupta
Brian
B
MacWhinney
Heidi M
HM
Feldman
Kelley
K
Sacco
D000293:Adolescent; D001927:Brain Diseases / Q000150:complications* / Q000473:pathology; D002648:Child; D002675:Child, Preschool; D005260:Female; D006801:Humans; D007806:Language Disorders / Q000175:diagnosis / Q000209:etiology*; D008279:Magnetic Resonance Imaging; D008297:Male; D008569:Memory Disorders / Q000175:diagnosis / Q000209:etiology*; D011939:Mental Recall; D009483:Neuropsychological Tests; D010700:Phonetics; D014706:Verbal Learning / Q000502:physiology*; D014825:Vocabulary