| Author(s) |
Jason Peter Sirianni |
| Volume | 28 |
| Number | 3 |
| Year | 2004 |
| Page(s) | 112-121 |
| Language | English |
| Category | |
| Keywords |
psychological stress language processing school-aged |
| Abstract |
Abstract In this review article, the contribution of psychological stress to language-processing difficulties is discussed and applied to the demands of the school setting. Specifically, processing efficiency theory contends that worries have an effect on the working memory system and thus influence task efficiency: both phonological loop capacity and central executive resource utilization become impaired. In addition, research linking the physiological events of psychological stress to disruption of the hippocampal memory system is examined. The hippocampal memory system is responsible for the formation of declarative memories, principally semantic and episodic memories. It is suggested that psychological stress can lead to semantic disorganization and ultimately word-retrieval difficulties. Suggestions for intervention, assessment, and future directions are also outlined. Abrégé Le présent exposé de synthèse examine la façon dont le stress psychologique intervient dans les difficultés de traitement du langage en fonction des exigences du milieu scolaire. Plus précisément, la théorie de l’efficacité du traitement mental soutient que les soucis ont un effet sur la mémoire opérationnelle et influent ainsi sur l’efficacité avec laquelle les tâches sont accomplies : la capacité de la boucle phonologique et l’utilisation des ressources de l’administrateur central sont altérés. En outre, l’article examine les recherches qui établissent un lien entre les manifestations physiologiques du stress psychologique et la perturbation de la mémoire hippocampique. Le système mnémonique hippocampique est responsable de la formation des éléments de mémoire propositionnelle, principalement des éléments des mémoires sémantique et épisodique. On laisse entendre que le stress psychologique peut engendrer une désorganisation sémantique et éventuellement, des troubles de repérage lexical. On y propose aussi des moyens d’intervention et d’évaluation ainsi que des orientations futures. |
| Record ID | 887 |
| Link | https://cjslpa.ca/files/2004_JSLPA_Vol_28/No_03_107-150/Sirianni_JSLPA_2004.pdf |
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