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| 2. |
- Hansson, Kristina, et al.
(författare)
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Verbs of placement in Swedish children with SLI.
- 2002
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Ingår i: International Journal of Language & Communication Disorders. - : Wiley. - 1368-2822 .- 1460-6984. ; 37:4, s. 401-414
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Tidskriftsartikel (refereegranskat)abstract
- This study investigated lexical aspects of verb knowledge in Swedish children with specific language impairment (SLI). The type of verbs studied were those of placement, a semantic area with a language-specific#10; differentiation in Swedish. It was hypothesized that owing to their cross-linguistic uncommonness, these verbs cause difficulties for children with SLI, that these problems are more marked in production#10; than in comprehension, and that children with SLI show less change over time than controls. Ten children with SLI and 10 language-matched controls participated in an acting-out task testing the comprehension#10; and production of four different verbs of placement. The children were tested on two occasions, with a 6-month interval. The groups did not differ in their performance on the comprehension task at either#10; testing. In production, the children with SLI had significantly more difficulties in choosing the correct verb than the controls at the second testing. The controls performed significantly better on production#10; at the second testing than at the first, whereas the children with SLI did not enhance their performance between testings. This indicates that children with SLI have lexical problems and that these problems#10; do not diminish with time. The results are related to the results from studies of second-language learners of Swedish who often have difficulties in the usage of these verbs. The results are also related#10; to the results from studies of the corresponding semantic field in English- and Dutch-speaking children with SLI. The comparisons show some interesting differences, depending on the type of learner and#10; the language learned. The approach adopted seems promising. Studies of lexical specificity in children with SLI would give interesting information, useful both for the development of clinical assessment#10; instruments and for our understanding of lexical acquisition in these children. #10;
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| 3. |
- 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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| 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 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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| 6. |
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| 7. |
- Samuelsson, Christina, 1966-, et al.
(författare)
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Prosodic problems in Swedish children with language impairment : Towards a classification of subgroups.
- 2004
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Ingår i: International journal of language and communication disorders. - : Wiley. - 1368-2822 .- 1460-6984. ; 39:3, s. 325-344
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Tidskriftsartikel (refereegranskat)abstract
- BACKGROUND: Symptoms of prosodic problems have been found in Swedish children with language impairment at word and phrase level and possibly also at discourse level. AIMS: The aim was twofold. First, to characterize a group of children with prosodic problems compared with children with normal language development. Second, to investigate the possibilities to classify subgroups of prosodic problems. METHODS & PROCEDURES: A new Swedish assessment procedure for prosody that captures prosodic features at word, phrase and discourse level was used. Twenty-five children with prosodic problems and 25 children with typically developing language matched by age, gender and regional dialect participated in the study. Pretesting included tests of language comprehension, grammatical skills and oral motor skills. OUTCOMES & RESULTS: The difference between the experimental and control groups was highly significant in all parts of the procedure. The total score of the procedure significantly correlated with grammatical abilities measured in the pretesting procedure, but there was no correlation with the other linguistic abilities measured in the pretesting procedure. CONCLUSIONS: The results indicate a possible differentiation into two different subgroups, one with primarily phonetic and/or linguistic problems, the other with prosodic problems at discourse level possibly related to pragmatic problems.
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