Individual differences in language ability and language behavior

1980 ◽  
Vol 18 (6) ◽  
pp. 728-729
Author(s):  
H. Hécaen
Keyword(s):  
Individual Differences ◽  
Language Ability ◽  
Language Behavior

Profiles of Problem Behavior in Children With Varying Language Ability

2017 ◽  
Vol 27 (2) ◽  
pp. 110-118 ◽  
Author(s):  
Jason C. Chow ◽  
Joseph H. Wehby
Keyword(s):  
School Districts ◽  
Problem Behavior ◽  
Direct Observation ◽  
Oral Language ◽  
Classroom Behavior ◽  
Language Ability ◽  
Future Research ◽  
Classroom Behaviors ◽  
Language Behavior ◽  
Behavior Profile

The purpose of this study was to explore the relationships between language behavior in students with or at risk of emotional and behavioral disorders. School-age students in K-4 grades ( N = 300, 76% male) were sampled across three school districts. Students were grouped based on oral language ability and measured on teacher-rated subscales of problem behavior and direct observation of classroom behavior. Profile analyses revealed that language ability was associated with direct observation measures of classroom behaviors. Lower language was associated with higher rates of aggression, and higher language was associated with higher rates of academic engagement. Incongruent results relative to teacher-rated and directly observed behavior, limitations, and implications for future research are discussed.

Modellen en Metingen Van Taalvaardigheid

1998 ◽  
Vol 58 ◽  
pp. 169-178
Author(s):  
Kees de Glopper ◽  
Anne-Mieke Janssen-van Dieten
Keyword(s):  
Individual Differences ◽  
Language Production ◽  
Written Language ◽  
Language Ability ◽  
General Definition ◽  
Definition Of ◽  
Reading Models

This article contains a concise discussion of models and measurement of language ability. A general definition of the concept language ability is given, Subsequendy, psycholinguistic models of oral and written language production and comprehension are discussed. The nature and extent of individual differences in language ability are illustrated by means of a discussion of LI reading. Models of language ability are reviewed and areas in need of further research are identified. In conclusion, some tentative answers to pertinent questions on components, development and transfer of language ability are presented.

scholarly journals The Contribution of Individual Differences in Memory Span and Language Ability to Spatial Release From Masking in Young Children

2019 ◽  
Vol 62 (10) ◽  
pp. 3741-3751 ◽  
Author(s):  
Douglas MacCutcheon ◽  
Florian Pausch ◽  
Christian Füllgrabe ◽  
Renata Eccles ◽  
Jeannie van der Linde ◽  
...  
Keyword(s):  
Individual Differences ◽  
Background Noise ◽  
Memory Span ◽  
Language Ability ◽  
Stream Segregation ◽  
Spatial Cues ◽  
Speech Reception ◽  
Spatial Release ◽  
Speech Reception Thresholds ◽  
Release From Masking

Purpose Working memory capacity and language ability modulate speech reception; however, the respective roles of peripheral and cognitive processing are unclear. The contribution of individual differences in these abilities to utilization of spatial cues when separating speech from informational and energetic masking backgrounds in children has not yet been determined. Therefore, this study explored whether speech reception in children is modulated by environmental factors, such as the type of background noise and spatial configuration of target and noise sources, and individual differences in the cognitive and linguistic abilities of listeners. Method Speech reception thresholds were assessed in 39 children aged 5–7 years in simulated school listening environments. Speech reception thresholds of target sentences spoken by an adult male consisting of number and color combinations were measured using an adaptive procedure, with speech-shaped white noise and single-talker backgrounds that were either collocated (target and back-ground at 0°) or spatially separated (target at 0°, background noise at 90° to the right). Spatial release from masking was assessed alongside memory span and expressive language. Results and Conclusion Significant main effect results showed that speech reception thresholds were highest for informational maskers and collocated conditions. Significant interactions indicated that individual differences in memory span and language ability were related to spatial release from masking advantages. Specifically, individual differences in memory span and language were related to the utilization of spatial cues in separated conditions. Language differences were related to auditory stream segregation abilities in collocated conditions that lack helpful spatial cues, pointing to the utilization of language processes to make up for losses in spatial information.

Readiness and Patterns of Growth in Children With SELI

1996 ◽  
Vol 5 (1) ◽  
pp. 79-85 ◽  
Author(s):  
Steven H. Long ◽  
Lesley B. Olswang
Keyword(s):  
Individual Differences ◽  
Strong Correlation ◽  
Language Change ◽  
Expressive Language ◽  
Dynamic Assessment ◽  
Language Impairments ◽  
Growth Patterns ◽  
Language Behavior ◽  
Readiness To Learn ◽  
Withdrawal Design

Readiness for language change is a concept that underlies parents' and clinicians' views about how to manage children with language impairments. Various notions exist about how to determine when a child is ready to learn a particular language behavior, but none are well substantiated. The purpose of this study was to determine whether a child's state of readiness to learn a language behavior, as measured by a dynamic assessment (stimulability) task, would predict the pattern of learning. Participants in the study were 21 children, ages 31–36 months, who showed a specific impairment of expressive language. They took part in a 9-week program. Seventeen children participated in an intensive 3-week treatment, organized in a baseline-intervention-withdrawal design. Weekly language samples were taken from all children, and growth patterns were identified by fitting logarithmic and linear curves to plots of MLU scores. The results indicated little relationship between the children's readiness, as measured by dynamic assessment, and their patterns of growth, despite a strong correlation between measured readiness and amount of growth. This finding is discussed in relation to individual differences, procedures for dynamic assessment, and the need for greater attention to the issue of readiness by researchers and clinicians alike.

scholarly journals Similarity Judgments Predict N400 Amplitude Differences between Taxonomic Category Members and Thematic Associates

2019 ◽  
Author(s):  
Garrett Honke ◽  
Kenneth J. Kurtz ◽  
Sarah Laszlo
Keyword(s):  
Individual Differences ◽  
Word Reading ◽  
Similarity Judgment ◽  
Semantic Knowledge ◽  
Language Ability ◽  
Taxonomic Category ◽  
Relational Similarity ◽  
Related Potentials ◽  
Similarity Judgments ◽  
Psychological Similarity

Human similarity judgments do not reliably conform to the predictions of leading theories of psychological similarity. Evidence from the triad similarity judgment task shows that people often identify thematic associates like DOG and BONE as more similar than taxonomic category members like DOG and CAT, even though thematic associates lack the type of featural or relational similarity that is foundational to theories of psychological similarity. This specific failure to predict human behavior has been addressed as a consequence of education and other individual differences, an artifact of the triad similarity judgment paradigm, or a shortcoming in psychological accounts of similarity. We investigated the judged similarity of semantically-related concepts (taxonomic category members and thematic associates) as it relates to other task-independent measures of semantic knowledge and access. Participants were assessed on reading and language ability, then event-related potentials (ERPs) were collected during a passive, sequential word reading task that presented pseudowords and taxonomically-related, thematically-related, and unrelated word sequences, and, finally, similarity judgments were collected with the classic two-alternative forced-choice triad task. The results uncovered a correspondence between ERP amplitude and triad-based similarity judgments---similarity judgment behavior reliably predicts ERP amplitude during passive word reading, absent of any instruction to consider similarity. It was also found that individual differences in reading and language ability independently predicted ERP amplitude. This evidence suggests that similarity judgments are driven by reliable patterns of thought that are not solely rooted in the interpretation of task goals or reading and language ability.

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