Modeling the relationships among sustained attention, short-term memory, and language in Down syndrome

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dc.contributor Gilpin, Ansley T.
dc.contributor Merrill, Edward C.
dc.contributor Scofield, Jason M.
dc.contributor Tomeny, Theodore S.
dc.contributor.advisor Conners, Frances A.
dc.contributor.author Faught, Gayle Graham
dc.date.accessioned 2017-07-28T14:11:54Z
dc.date.available 2017-07-28T14:11:54Z
dc.date.issued 2017
dc.identifier.other u0015_0000001_0002568
dc.identifier.other Faught_alatus_0004D_13005
dc.identifier.uri http://ir.ua.edu/handle/123456789/3165
dc.description Electronic Thesis or Dissertation
dc.description.abstract 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. 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. 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. 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.
dc.format.extent 121 p.
dc.format.medium electronic
dc.format.mimetype application/pdf
dc.language English
dc.language.iso en_US
dc.publisher University of Alabama Libraries
dc.relation.ispartof The University of Alabama Electronic Theses and Dissertations
dc.relation.ispartof The University of Alabama Libraries Digital Collections
dc.relation.hasversion born digital
dc.rights All rights reserved by the author unless otherwise indicated.
dc.subject.other Psychology
dc.subject.other Developmental psychology
dc.subject.other Cognitive psychology
dc.title Modeling the relationships among sustained attention, short-term memory, and language in Down syndrome
dc.type thesis
dc.type text
etdms.degree.department University of Alabama. Dept. of Psychology
etdms.degree.discipline Psychology
etdms.degree.grantor The University of Alabama
etdms.degree.level doctoral
etdms.degree.name Ph.D.


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