Working Memory Considerations Within Language Assessments

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Almost no task requires only one executive function, including tasks that are included in language assessments (Diamond, 2020). Executive functions include cold cognition, involving memory, cognitive flexibility, inhibition; and hot cognition involving emotional regulation and theory of mind.

Standardized tests are observed to only reflect specific skills or behaviours, rather than a holistic approach (Ward & Jacobsen, 2014). These tests are frequently not related to behaviours in the classroom. This may be because there is often more demands in the classroom environment compared to quiet environment where standardized testing. Skills assessed may also be influenced by fatigue and emotions.

Signs that working memory (WM) is impacting a student's ability to successfully complete an assessment task may include giving up, completing only one part of the task, becoming frustrated, acting out, or showing signs of 'distraction' (Pham & Archibald, 2020).

For speech-language pathologists (SLPs), this means interpretation of language assessment results must go beyond test scores and consider the cognitive load each task places on the student. Tasks with high demands on sequencing, following directions, sentence repetition, or rapid naming may underestimate a child's true ability if working memory is taxed. Clinicians should look for patterns of inconsistent performance and supplement any standardized assessments with dynamic assessment, information observations (such as in the classroom environment), and caregiver/teacher reports. For example, dynamic assessment involves providing mediation to elicit improved performance to assess the child's learning potential (e.g., repeating items, including visuals, increasing time to respond, explaining importance of goals) (Archibald, 2018).

Ultimately, understanding how WM interacts with language processing ensures that SLPs differentiate between true language deficit and performance limitations caused by increased cognitive load. This will overall support a comprehensive clinical profile and effective intervention planning.

Archibald, L. M. D. (2018). The reciprocal influences of working memory and linguistic knowledge on language performance: Considerations for the assessment of Children with Developmental Language Disorder. Language Speech and Hearing Services in Schools, 49(3), 424–433. https://doi.org/10.1044/2018_lshss-17-0094

Diamond, A. (2020). Executive functions. In Handbook of clinical neurology (pp. 225–240). https://doi.org/10.1016/b978-0-444-64150-2.00020-4

Pham, T., & Archibald, L. (2020, June 24). Avoiding Working Memory Overload in Students with LDs. LD@School - Ensuring the success of all students with learning disabilities. https://www.ldatschool.ca/working-memory-overload/

Ward, S., & Jacobsen, K. (2014). Executive Function Situational Awareness Observation tool. Perspectives on School-Based Issues, 15(4), 164–173. https://doi.org/10.1044/sbi15.4.164