초등 1-4학년 언어발달지연 아동과 일반 아동의 이야기 산출 회상 능력과 작업기억과의 관계

Abstract

This study investigated the relationship between narrative skills and working memory in
 typically developing children and children with language delay. The macrostructure of narrative was
 analyzed through story grammar scores, and the microstructure was measured using measures of
 mean length of utterance (MLU-m), number of different words (NDW), and syntactic complexity
 (T-unit). Additionally, this study aimed to identify the cognitive variables related to narrative skills,
 specifically phonological working memory, spatial working memory, and the episodic buffer.
 A total of 112 children in the age range of 6-10 years from Seoul participated in the study,
 with 81 being typically developing children and 31 having delayed language development. All
 participants completed tasks related to narrative production, recall, and working memory.
 The study’s results revealed that the typically developing children group showed significantly
 higher scores in story grammar, lexical diversity (NDW), and syntactic complexity (MLU) compared
 to the group with delayed language development. Additionally, the typically developing children
 group demonstrated a significantly higher performance in non-word repetition, the matrix task, and
 word list recall tasks compared to the language delay group. Within the typically developing
 children group, significant positive correlations were observed between the lexical diversity and
 episodic buffer, as well as between the visuospatial working memory and narrative recall task. In
 the language delay group, a significant positive correlation was found between story grammar
 scores in the narrative production task and episodic buffer. A positive correlation between mean
 length of utterance in the production task and spatial working memory was found.. Additionally,
 the episodic buffer significantly predicted lexcial diversity and story grammar.