2.50
Hdl Handle:
http://hdl.handle.net/2173/198292
Title:
Emergence of working memory in children using aided communication
Authors:
Murray, Janice; Goldbart, Juliet
Citation:
Journal of Assistive Technologies, 2011, vol. 5, no. 4, pp. 214-232
Publisher:
Pier Professional Ltd.
Issue Date:
2011
URI:
http://hdl.handle.net/2173/198292
DOI:
10.1108/17549451111190623
Additional Links:
http://www.pierprofessional.com/jatflyer/
Abstract:
Purpose - Working memory (WM) is a key component of effective and efficient communication in typical communicators, with, potentially, even greater significance for those who benefit from augmentative communication. This study aims to explore the emergence of WM strategies in children with complex communication needs who may be reliant on aided communication strategies. Design/methodology/approach - A quasi-experimental repeated measures, multi-factorial research design, comparing 30 children with complex communication needs (CCN) aged three to six years and 30 age-matched typically developing peers. Picture stimuli representing verbs and adjectives in three categories: control words, long words and phonologically similar words are presented visually or silently in sequences of increasing length to establish each participant's memory span. Findings - Articulatory rehearsal does not appear to be used as a memory strategy with verb material. With adjective material, there is limited evidence of emerging articulatory rehearsal at age six. Input modality does not influence rehearsal of either verbs or adjectives. Research limitations/implications - The study is small scale and exploratory, but there are suggestions that both groups of participants handle verb and adjective material differently to noun material. Practical implications - Emerging WM skill in children with CCN needs to be considered in relation to the use of speech generating technology. Originality/value - This paper contributes to understanding of the development and potential influence of WM in efficient aided communication.
Type:
Article
Language:
en
Description:
Full-text of this article is not available in this e-prints service. This article was originally published following peer-review in Journal of Assistive Technologies , published by and copyright Pier Professional Ltd.
ISSN:
1754-9450

Full metadata record

DC FieldValue Language
dc.contributor.authorMurray, Janiceen
dc.contributor.authorGoldbart, Julieten
dc.date.accessioned2011-12-21T11:59:09Z-
dc.date.available2011-12-21T11:59:09Z-
dc.date.issued2011-
dc.identifier.citationJournal of Assistive Technologies, 2011, vol. 5, no. 4, pp. 214-232en
dc.identifier.issn1754-9450-
dc.identifier.doi10.1108/17549451111190623-
dc.identifier.urihttp://hdl.handle.net/2173/198292-
dc.descriptionFull-text of this article is not available in this e-prints service. This article was originally published following peer-review in Journal of Assistive Technologies , published by and copyright Pier Professional Ltd.en
dc.description.abstractPurpose - Working memory (WM) is a key component of effective and efficient communication in typical communicators, with, potentially, even greater significance for those who benefit from augmentative communication. This study aims to explore the emergence of WM strategies in children with complex communication needs who may be reliant on aided communication strategies. Design/methodology/approach - A quasi-experimental repeated measures, multi-factorial research design, comparing 30 children with complex communication needs (CCN) aged three to six years and 30 age-matched typically developing peers. Picture stimuli representing verbs and adjectives in three categories: control words, long words and phonologically similar words are presented visually or silently in sequences of increasing length to establish each participant's memory span. Findings - Articulatory rehearsal does not appear to be used as a memory strategy with verb material. With adjective material, there is limited evidence of emerging articulatory rehearsal at age six. Input modality does not influence rehearsal of either verbs or adjectives. Research limitations/implications - The study is small scale and exploratory, but there are suggestions that both groups of participants handle verb and adjective material differently to noun material. Practical implications - Emerging WM skill in children with CCN needs to be considered in relation to the use of speech generating technology. Originality/value - This paper contributes to understanding of the development and potential influence of WM in efficient aided communication.en
dc.language.isoenen
dc.publisherPier Professional Ltd.en
dc.relation.urlhttp://www.pierprofessional.com/jatflyer/en
dc.titleEmergence of working memory in children using aided communicationen
dc.typeArticleen
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