發展性語言障礙兒童的多模態語言處理：語文記憶與視覺空間記憶的影響

// Multimodal Language Processing in Children With Developmental Language Disorder: The Influence of Verbal and Visuospatial Memory

77名5–10歲兒童（33名DLD、44名典型發展）以記憶測驗與視覺世界眼動任務評估多模態語用理解｜DLD組語詞記憶與視覺-空間記憶皆較低（語詞差異最明顯）；語詞記憶預測更多線上注意（看向視聽說話者），視覺-空間記憶則提升對韻律與多模態線索下複雜語用意涵的離線理解｜建議評估並分別強化語詞與視覺-空間記憶，以改善即時注意與複雜溝通理解，具教學與臨床應用價值。

// This study tested how verbal and visuospatial memory support processing and comprehension of multimodal pragmatic meanings in 77 children (33 with DLD, 44 TD) aged 5–10 using standardized memory tests and a visual-world eye-tracking task with sentences of differing pragmatic complexity presented in baseline, prosodic, and multimodal cue conditions. Children with DLD had lower verbal and visuospatial memory scores, especially in the verbal domain. Higher verbal memory predicted more online attention to the audiovisual speaker across conditions and groups, while stronger visuospatial memory predicted better offline comprehension from prosodic and multimodal cues, especially for complex meanings. In short, verbal memory mainly supports online attention during multimodal processing, whereas visuospatial memory helps comprehension of complex multimodal communicative intents in both DLD and TD children.

Published 2026年9月17日