Digit Memory : An Indicator of Children's Language Ability
| Authors | : | |
| DOI | : | https://doi.org/10.64600/vo2-no1-1-7 |
| Issue | : |
Vol. 2 No. 1 (2025)
Section: Articles |
| Published | : | Jun 8, 2025 |
| Pages | : | 1-7 |
| Keywords | : | Digit Memory, Language, Reading, Working Memory |
Abstract
Background: Language is a complex aspect of language development with numerous determinants. One such determinant is working memory capacity. Forward and backward digit memory activity is one indicator for predicting children's language abilities. This study was conducted to determine normative data on preschool-age digit memory and explore the relationship between digit memory and language abilities.
Method: The study used a cross-sectional approach. Respondents included 174 children aged 19–69 months (mean age, 46.71 months). The study was conducted in Surakarta, Central Java, from May to June 2024. Data were collected using forward and backward digit memory tests.
Result: A relationship exists between age and memory ability for forward and backward number recall. Digit memory is also related to other language abilities, namely vocabulary, average length of utterances, and the number of words in an utterance.
Conclusion: Age is one factor that influences forward and backward digit memory span. The more advanced a child's language skills, the greater their likelihood of developing digit memory activity. Digit memory activity is one aspect that can be considered in assessment and intervention processes.
References
Alloway, T. P., & Alloway, R. G. (2010). Investigating the predictive roles of working memory and IQ in academic attainment. Journal of Experimental Child Psychology, 106(1), 20–29. https://doi.org/10.1016/j.jecp.2009.11.003
Baddeley, A., & Wilson, B. A. (1993). A Developmental Deficit in Short-Term Phonological Memory: Implications for Language and Reading. Memory, 1(1), 65–78. https://doi.org/10.1080/09658219308258225
Binns, A. V, & Oram Cardy, J. (2019). Developmental social pragmatic interventions for preschoolers with autism spectrum disorder: A systematic review. Autism & Developmental Language Impairments, 4, 239694151882449. https://doi.org/10.1177/2396941518824497
Conklin, H. M., Luciana, M., & Yarger, R. S. (2007). Working Memory Performance in Typically Developing Children and Adolescents: Behavioral Evidence of Protracted Frontal Lobe Development Heather. Developmental Neuropsychology, 31(1), 103–128.
Gathercole, S. E. (2006). Nonword repetition and word learning: The nature of the relationship. Applied Psycholinguistics, 27(4), 513–543. https://doi.org/10.1017/s0142716406060383
Gathercole, S. E., & Adams, A. M. (1993). Phonological Working Memory in Very Young Children. Developmental Psychology, 29(4), 770–778. https://doi.org/10.1037/0012-1649.29.4.770
Gathercole, S. E., Hitch, G. J., Service, E., & Martin, A. J. (1997). Phonological short-term memory and new word learning in children. Developmental Psychology, 33(6), 966–979. https://doi.org/10.1037/0012-1649.33.6.966
Gathercole, S. E., Pickering, S. J., Knight, C., & Stegmann, Z. (2004). Working memory skills and educational attainment: Evidence from national curriculum assessments at 7 and 14 years of age. Applied Cognitive Psychology, 18(1), 1–16. https://doi.org/10.1002/acp.934
Jackson, E., Leitão, S., Claessen, M., & Boyes, M. (2020). Working, declarative, and procedural memory in children with developmental language disorder. Journal of Speech, Language, and Hearing Research, 63(12), 4162–4178. https://doi.org/10.1044/2020_JSLHR-20-00135
Jeffries, S., & Everatt, J. (2004). Working memory: Its role in dyslexia and other specific learning difficulties. Dyslexia, 10(3), 196–214. https://doi.org/10.1002/dys.278
Kronenberger, W. G., Pisoni, D. B., Harris, M. S., Hoen, H. M., Xu, H., & Miyamoto, R. T. (2013). Profiles of verbal working memory growth predict speech and language development in children with cochlear implants. Journal of Speech, Language, and Hearing Research, 56(3), 805–825. https://doi.org/10.1044/1092-4388(2012/11-0356)
Loeb, D. F., Imgrund, C. M., Lee, J., & Barlow, S. M. (2020). Language, motor, and cognitive outcomes of toddlers who were born preterm. American Journal of Speech-Language Pathology, 29(2), 625–637. https://doi.org/10.1044/2019_AJSLP-19-00049
Luna, B., Garver, K. E., Urban, T. A., Lazar, N. A., & Sweeney, J. A. (2004). Maturation of cognitive processes from late childhood to adulthood. Child Development, 75(5), 1357–1372. https://doi.org/10.1111/j.1467-8624.2004.00745.x
Maas, E., Robin, D. A., Hula, S. N. A., Freedman, S. E., Wulf, G., Ballard, K. J., & Schmidt, R. A. (2008). Principles of motor learning in treatment of motor speech disorders. In American Journal of Speech-Language Pathology. https://doi.org/10.1044/1058-0360(2008/025)
Pindzola, R. H., Plexico, L. W., & Haynes, W. O. (2016). Diagnosis and Evaluation in Speech Pathology. In Pearson (Ninth Edit). Pearson.
Pratomo, H. T. A. (2022). Strategi intervensi gangguan bahasa perkembangan. Polkesta Press.
Pratomo, H. T. A., Adriani, R. B., & Akhyar, M. (2016). Association Between Parental Education, Occupation, Income, Language Activity, and Language Proficiency in Children. Indonesian Journal of Medicine, 01(03), 152–159. https://doi.org/10.26911/theijmed.2016.01.03.02
Swanson, H. L., & Ashbaker, M. H. (2000). Working memory, short-term memory, speech rate, word recognition and reading comprehension in learning disabled readers: Does the executive system have a role? Intelligence, 28(1), 1–30. https://doi.org/10.1016/S0160-2896(99)00025-2
Swanson, H. L., & Berninger, V. (1995). The role of working memory in skilled and less skilled readers’ comprehension. Intelligence, 21(1), 83–108. https://doi.org/10.1016/0160-2896(95)90040-3
