Purpose The nature of the relationship between memory and sentence comprehension in school-age children with developmental language disorder (DLD) has been unclear. We present a novel perspective that highlights the relational influences of fluid intelligence, controlled attention, working memory (WM), and long-term memory (LTM) on sentence comprehension in children with and without DLD. This perspective has new and important implications for theory, assessment, and intervention. Method We review a large-scale study of children with and without DLD that focused on the connections between cognition, memory, and sentence comprehension. We also summarize a new model of these relationships. Results Our new model suggests that WM serves as a conduit through which syntactic knowledge in LTM, controlled attention, and general pattern recognition indirectly influence sentence comprehension in both children with DLD and typically developing children. For typically developing children, language-based LTM and fluid intelligence indirectly influence sentence comprehension. However, for children with DLD, controlled attention plays a larger indirect role. Conclusions WM plays a key role in children's ability to apply their syntactic knowledge when comprehending canonical and noncanonical sentences. Our new model has important implications for the assessment of sentence comprehension and for the treatment of larger sentence comprehension deficits.

中文翻译：

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对具有发展性语言障碍的学龄儿童的句子理解能力缺陷的新记忆观点：理论，评估和干预的含义。

目的尚不清楚发展中语言障碍（DLD）学龄儿童记忆与句子理解之间关系的性质。我们提出了一个新颖的观点，突出了流体智力，受控注意力，工作记忆（WM）和长期记忆（LTM）对有或没有DLD的儿童句子理解的影响。这种观点对理论，评估和干预具有新的重要意义。方法我们回顾了一项针对有或没有DLD的儿童的大规模研究，该研究的重点是认知，记忆和句子理解之间的联系。我们还总结了这些关系的新模型。结果我们的新模型表明WM可以作为LTM语法知识，控制注意力，普通模式识别会间接影响DLD儿童和典型发育儿童的句子理解能力。对于通常发育的儿童，基于语言的LTM和流体智力间接影响句子理解。然而，对于患有DLD的儿童来说，控制注意力起着更大的间接作用。结论WM在理解规范和非规范句子时，在儿童运用句法知识的能力中起着关键作用。我们的新模型对句子理解力的评估和对较大句子理解力缺陷的治疗具有重要意义。然而，对于患有DLD的儿童来说，控制注意力起着更大的间接作用。结论WM在理解规范和非规范句子时，在儿童运用句法知识的能力中起着关键作用。我们的新模型对句子理解力的评估和较大句子理解力缺陷的治疗具有重要意义。然而，对于患有DLD的儿童来说，控制注意力起着更大的间接作用。结论WM在理解规范和非规范句子时，在儿童运用句法知识的能力中起着关键作用。我们的新模型对句子理解力的评估和对较大句子理解力缺陷的治疗具有重要意义。