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Modeling the Relationships Among Sustained Attention, Short-Term Memory, and Language in Down Syndrome.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Modeling the Relationships Among Sustained Attention, Short-Term Memory, and Language in Down Syndrome./
作者:	Faught, Gayle Graham.
面頁冊數:	1 online resource (121 pages)
附註:	Source: Dissertation Abstracts International, Volume: 78-11(E), Section: B.
標題:	Developmental psychology. -
電子資源:	click for full text (PQDT)
ISBN:	9781369871197

Modeling the Relationships Among Sustained Attention, Short-Term Memory, and Language in Down Syndrome.
Faught, Gayle Graham.

Modeling the Relationships Among Sustained Attention, Short-Term Memory, and Language in Down Syndrome. - 1 online resource (121 pages)

Source: Dissertation Abstracts International, Volume: 78-11(E), Section: B.

Thesis (Ph.D.)--The University of Alabama, 2017.

Includes bibliographical references

Introduction: Language is poorer than expected given developmental level in youth with Down syndrome (DS). This study sought to determine if predictors of language difficulty in DS include sustained attention (SA) and short-term memory (STM). Specifically, I hypothesized indirect effects of SA (auditory and visual) on language (receptive and productive vocabulary and syntax) through STM (auditory and visual) controlling for age and nonverbal ability.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9781369871197Subjects--Topical Terms:

557458
Developmental psychology.
Index Terms--Genre/Form:

554714
Electronic books.

Modeling the Relationships Among Sustained Attention, Short-Term Memory, and Language in Down Syndrome.
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100 1 $a Faught, Gayle Graham. $3 1186602
245 1 0 $a Modeling the Relationships Among Sustained Attention, Short-Term Memory, and Language in Down Syndrome.
264 0 $c 2017
300 $a 1 online resource (121 pages)
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500 $a Source: Dissertation Abstracts International, Volume: 78-11(E), Section: B.
500 $a Adviser: Frances Conners.
502 $a Thesis (Ph.D.)--The University of Alabama, 2017.
504 $a Includes bibliographical references
520 $a Introduction: Language is poorer than expected given developmental level in youth with Down syndrome (DS). This study sought to determine if predictors of language difficulty in DS include sustained attention (SA) and short-term memory (STM). Specifically, I hypothesized indirect effects of SA (auditory and visual) on language (receptive and productive vocabulary and syntax) through STM (auditory and visual) controlling for age and nonverbal ability.
520 $a Method: Thirty-five youth with DS aged 10- to 22-years-old participated in this study. To measure SA, participants completed auditory and visual SARTs in which they pressed a computer key in response to non-targets and resisted pressing a key in response to the target. Outcomes were omissions (failing to respond to non-targets) and commissions (responding to the target). Span tasks were used as measures of STM, and standardized tasks were used as measures of language and nonverbal ability. For main statistical analyses, simple mediation models were run with the bootstrapping method.
520 $a Results: Potential indirect effects of auditory SA on language through auditory STM were supported by correlations, though the same was not true for the visual domain. For auditory SA, separate models were run for omissions and commissions. All nine models considering indirect effects of auditory omissions on language through auditory STM controlling for age and nonverbal ability were significant, with point estimates ranging from -.24 to -.31 and no 95% confidence intervals crossing zero. Specifically, outcomes were general language, receptive language, productive language, vocabulary, syntax, receptive vocabulary, receptive syntax, productive vocabulary, and productive syntax. None of nine models considering auditory commissions were significant.
520 $a Discussion: SA predicts language through STM in youth with DS. Specifically, lapses in auditory SA (as indicated by increased omissions) predict poorer receptive and productive vocabulary and syntax through auditory STM. The same was not true for the inhibitory component of SA (commissions) or for the visual modality more generally. Results have immediate implications for language therapy with youth with DS. That is, addressing auditory SA in therapy could lead to improved language outcomes in DS. Thus, interventions geared toward improving auditory SA in DS should be piloted.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
650 4 $a Developmental psychology. $3 557458
650 4 $a Cognitive psychology. $3 556029
655 7 $a Electronic books. $2 local $3 554714
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710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a The University of Alabama. $b Psychology. $3 1181256
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10257028 $z click for full text (PQDT)