Inner Speech in children with DLD
Research type
Research Study
Full title
The Impact of Developmental Language Disorder on Phonological Encoding
IRAS ID
224772
Contact name
A Moran
Contact email
Sponsor organisation
City University
Duration of Study in the UK
2 years, 11 months, 31 days
Research summary
Young children will often use ‘private speech’ (self-directed talk), where what they speak describes what they are thinking, especially when engaged in difficult tasks. Older children seldom use such overt talking strategies, and it is assumed their thinking is usually composed of internally generated words, which make up ‘inner speech’. The importance of inner speech to the typical development of verbal short-term memory, and the intricate relationships between short-term memory and language, are well established.
However, little is known about atypical development, despite the large number of children for whom this is the case – two children in every classroom have Developmental Language Disorder (DLD), which is associated with difficulties with phonological skills and short-term memory. DLD has repercussions on all areas of life and these difficulties persist into adulthood, affecting academic progression, social-emotional perception and employment prospects (Botting, 2005; Law, Rush, Schoon, & Parsons, 2009; Carroll & Dockrell, 2010).
The current project concerns phonological encoding (internally generating names for visually presented stimuli such as pictures, and using these names to assist short-term memory). This technique provides a window into the use of inner speech by children. Specifically, this is assessed by asking children to recall short lists of nameable pictures, whilst ensuring that no verbal cues are provided. Based on extensive literature (e.g., Henry et al., 2012), if children are hampered in recalling pictures with rhyming names compared to pictures with non-rhyming names, this indicates use of inner speech to generate names for the pictures. Rhyming names become confused in the ‘sound-based’ short-term memory, giving rise to the ‘phonological similarity effect’ (PSE).
The current research investigates the development of the PSE among 6-7 and 9-10 year-old primary school children with and without DLD. The overall aim is to determine whether inner speech is delayed, disordered, or within the expected range for children with DLD.
These investigations are necessary to better understand the impact of language difficulties and identify potential clinical interventions to support these children: for example, directly targeting short-term memory strategies, or facilitating the internalization of overt speech. Findings have the potential to contribute to effective clinical interventions in the DLD population and reduce the impact of a persistent disorder that can affect academic progression, social-emotional perception and employment prospects.
REC name
London - Surrey Research Ethics Committee
REC reference
17/LO/1044
Date of REC Opinion
19 Jul 2017
REC opinion
Further Information Favourable Opinion