AIRS 3rd Annual Meeting: 2011

Title: Memory for Melody in Children with Specific Language Impairment
Authors: Amy Fancourt (Goldsmiths, University of London)

Abstract

Introduction: Specific Language Impairment (SLI) is a developmental language disorder that is
also associated with cognitive impairments at the level of short-term and working memory
(Archibald & Gathercole, 2006a). Children with SLI demonstrate difficulties memorising rote
sequences of digits or words (Fazio, 1997). However, it is not yet known whether these deficits
generalise to memorising sequences of tones in the musical domain. Those diagnosed with SLI
are at risk of poor academic, educational and psychosocial outcomes (Conti-Ramsden, 2009).
Singing has the potential to be used as an intervention to improve psychosocial outcomes for
children with SLI. However, we first need to consider the extent to which the cognitive
impairments implicit in the syndrome may impact upon memory for melody.
Method: Seven children diagnosed with SLI (6-10-yrs, Mean age 8) were required to make
same/different judgments about pairs of novel tone sequences ranging between 2 and 5 tones in
length. The 'different' pairs were manipulated across two conditions. In condition one, the
melodies varied at a global level, in which a displaced relative pitch interval changed the
overall shape of the contour. In condition two, the melodies varied at a local level, in which a
relative pitch interval was displaced, but the overall shape of the contour was preserved.
Results: Signal Detection Analysis (SDA; Swets & Green, 1966) was carried out for each
condition to control for response bias. A paired sample T-test, revealed that discrimination
accuracy was significantly poorer when the different pairs were varied at the local (interval)
level (M=-16, SD=23.61) vs the global (contour) level (M=66.57, SD=35.95); t(6)=-5.54, p = 0.001).
There were no significant differences in the performance accuracy across the different tone
sequence lengths.
Discussion: Children with SLI are able to make correct comparisons of novel tone sequences,
provided that they differ at a global level, indicating that, as is found in typical adults and
infants, memory for melodic contour is cognitively salient in children with specific language
impairment. This finding opens the door to the possibility of utilising memory for contour to
encourage musical engagement as a potential therapeutic tool for children with SLI.