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- Hansson, Kristina, et al.
(författare)
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Working memory and novel word learning in children with hearing impairment and children with specific language impairment
- 2004
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Ingår i: International Journal of Language & Communication Disorders. - : Wiley. - 1368-2822 .- 1460-6984. ; 39:3, s. 401-422
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Tidskriftsartikel (refereegranskat)abstract
- Background: Working memory is considered to influence a range of linguistic skills, i.e. vocabulary acquisition, sentence comprehension and reading. Several studies have pointed to limitations of working memory in children with specific language impairment. Few studies, however, have explored the role of working memory for language deficits in children with hearing impairment. Aims: The first aim was to compare children with mild-to-moderate bilateral sensorineural hearing impairment, children with a preschool diagnosis of specific language impairment and children with normal language development, aged 9-12 years, for language and working memory. The special focus was on the role of working memory in learning new words for primary school age children. Methods & Procedures: The assessment of working memory included tests of phonological short-term memory and complex working memory. Novel word learning was assessed according to the methods of Gilbertson and Kamhi ( 1995). In addition, a range of language tests was used to assess language comprehension, output phonology and reading. Outcomes & Results: Children with hearing impairment performed significantly better than children with a preschool diagnosis of specific language impairment on tasks assessing novel word learning, complex working memory, sentence comprehension and reading accuracy. No significant correlation was found between phonological short-term memory and novel word learning in any group. The best predictor of novel word learning in children with specific language impairment and in children with hearing impairment was complex working memory. Furthermore, there was a close relationship between complex working memory and language in children with a preschool diagnosis of specific language impairment but not in children with hearing impairment. Conclusions: Complex working memory seems to play a significant role in vocabulary acquisition in primary school age children. The interpretation is that the results support theories suggesting a weakened influence of phonological short-term memory on novel word learning in school age children.
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| 2. |
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| 3. |
- Ors, Marianne, et al.
(författare)
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Auditory event-related brain potentials in children with specific language impairment
- 2002
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Ingår i: European Journal of Paediatric Neurology. - : Elsevier BV. - 1090-3798. ; 6:1, s. 47-62
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Tidskriftsartikel (refereegranskat)abstract
- Event-related brain potentials evoked by tone and speech stimuli were recorded in ten children with specific language impairment and a control group. The patient group showed prolonged P3 latencies in both tasks compared with the controls and smaller P3 amplitude in the speech task. There were no group differences concerning the N1-P2 components. The findings indicate that the children with language impairment showed signs of deficient late-stage auditory perceptual processing whereas the earlier sensory stages as indexed by the N1 were no different from the controls. The results are further discussed within the framework of context updating in working memory.
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| 4. |
- Reuterskiöld, Christina, et al.
(författare)
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Giving the crucial information: performance on a referential communication task in Swedish children with language impairment
- 2001
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Ingår i: International Journal of Language & Communication Disorders. - : Wiley. - 1368-2822 .- 1460-6984. ; 36:4, s. 433-445
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Tidskriftsartikel (refereegranskat)abstract
- The study focused on the performance of a group of Swedish children with language impairment (LI) on a referential communication task as a step in the investigation of their pragmatic skills. The task entailed choosing a single card from a selection of 16 depicting a face and describing it well enough for the opponent in order for him/her to pick the correct one from his/her identical array of cards laid out behind a barrier. To give an adequate description, the player had to understand that four dimensions had to be described in order for the other person to choose the correct card. The participating children had been part of a previous study on narrative skills in children with LI. A few of them with rather poor language comprehension had shown utterances during story generation judged to be irrelevant to both the listener and the task. In the present study, language comprehension did not significantly correlate to performance on the referential communication task. The participants performed at the level of their peers without LI and there was no significant difference between the amount of relevant or irrelevant information when the children with LI interacted with an adult or with a friend. The results are discussed in relation to recent research.
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| 5. |
- Reuterskiöld, Christina, et al.
(författare)
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Speed and context: the effect of a sentence prime on naming speed in children with language impairment
- 2000
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Ingår i: Clinical Linguistics & Phonetics. - : Informa UK Limited. - 1464-5076 .- 0269-9206. ; 14:5, s. 369-385
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Tidskriftsartikel (refereegranskat)abstract
- Nineteen pre-school children with language impairment participated in a computerized naming task. The naming procedure involved two conditions, one unprimed where the child had to name a colour picture appearing on the screen as fast as possible and one primed where the picture was preceded by an uncompleted sentence. Response times were significantly shorter in the primed condition compared to the unprimed condition. There was a tendency that the ability to benefit from a semantic-syntactic prime was more closely linked to the participants' results on verbal measures than on non-verbal measures. Naming speed in the primed condition or the unprimed condition was not found to be linked to non-verbal measures including a speed component. Results are discussed in relation to current research, and methodological issues are highlighted.
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| 6. |
- Reuterskiöld Wagner, Christina, et al.
(författare)
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Conversation versus narration in pre-school children with language impairment
- 2000
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Ingår i: International journal of language and communication disorders. - : John Wiley & Sons. - 1368-2822 .- 1460-6984. ; 35:1, s. 83-93
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Tidskriftsartikel (refereegranskat)abstract
- The study focuses on two elicitation methods for language sampling in children with language impairment: conversion and narration. It has been noted in other studies on different clinical groups that language elicited in different speaking contexts varies in aspects such as MLU, fluency and syntactic complexity. The purpose of this study was to compare genre effects on different aspects of language production in a group of pre-school children with language impairment. The results show that there are differences in language production during conversation compared with narration. Intelligibility and fluency were found to be higher in conversation than in narration, whereas MLU in words was higher in narration. The narrative task elicited more phrasal expansions and grammatical morphemes per utterance than the conversation. However, the children used more complex verb forms in conversation than in narration. The results are discussed in relation to recent research.
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| 7. |
- Sahlén, Birgitta, et al.
(författare)
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Reading in children of primary school age - A comparative study of children with hearing impairment and children with specific language impairment
- 2004
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Ingår i: Acta Neuropsychologica. - 1730-7503. ; 2:4, s. 393-407
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Tidskriftsartikel (refereegranskat)abstract
- Background. Seigneuric et al. (2000) showed that reading comprehension in primary school age children with typical language development (TD) is strongly dependent on working memory. The purpose of the present study was to compare reading comprehension in primary school age children with mild/moderate hearing impairment (HI) and children with a preschool diagnosis of specific language impairment (SLI). Our aim was to explore the relative contribution of linguistic and working memory variables to reading comprehension. Material and Methods. The participants were 12 children with HI, 18 children with a preschool diagnosis of SLI, and 31 children with typical language development, 9-12 years of age. A range of language and reading measures were used as well as working memory tests: a competing language processing task and a nonword repetition test. Results. The children with HI performed as well as the group of children with TD on measures of reading (decoding and comprehension), whereas the children with SLI were outperformed by the children with HI and the children with TD. Reading comprehension was best predicted by rapid automatized naming (RAN) for the children with HI and by story comprehension in the children with SLI. Conclusion. The lack of correlation between working memory measures and reading in primary school age children in this study could be due to the small sample size, but another possible explanation is offered by theories claiming that language becomes increasingly independent of cognition with age.
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