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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关于发育性语言障碍学龄儿童句子理解缺陷的新记忆视角：对理论、评估和干预的启示。

目的 发育性语言障碍 (DLD) 学龄儿童的记忆和句子理解之间关系的性质尚不清楚。我们提出了一个新颖的观点，强调流体智力、受控注意力、工作记忆 (WM) 和长期记忆 (LTM) 对患有和不患有 DLD 的儿童的句子理解的关系影响。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和没有 DLD 的儿童的大规模研究，该研究侧重于认知、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 充当了 LTM 中的句法知识、控制注意力、和一般模式识别间接影响 DLD 儿童和正常发育儿童的句子理解。对于正常发育的儿童，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，受控制的注意力起着更大的间接作用。结论 WM 对儿童在理解规范和非规范句子时应用句法知识的能力起着关键作用。我们的新模型对句子理解的评估和更大的句子理解缺陷的治疗具有重要意义。然而，对于患有 DLD 的儿童，受控制的注意力起着更大的间接作用。结论 WM 对儿童在理解规范和非规范句子时应用句法知识的能力起着关键作用。我们的新模型对句子理解的评估和更大的句子理解缺陷的治疗具有重要意义。然而，对于患有 DLD 的儿童，受控制的注意力起着更大的间接作用。结论 WM 对儿童在理解规范和非规范句子时应用句法知识的能力起着关键作用。我们的新模型对句子理解的评估和更大的句子理解缺陷的治疗具有重要意义。