Picture Naming in Language-Impaired Children

1983 ◽  
Vol 26 (4) ◽  
pp. 609-615 ◽  
Author(s):  
Laurence B. Leonard ◽  
Marilyn A. Nippold ◽  
Robert Kail ◽  
Catherine A. Hale
Keyword(s):  
Picture Naming ◽  
Composite Index ◽  
Naming Task ◽  
Chronological Age ◽  
Frequency Of Occurrence ◽  
Naming Time ◽  
Normal Children ◽  
Language Impaired ◽  
Word Finding ◽  
Impaired Children

A picture-naming task was used to examine word-finding problems in language-impaired children. The subjects included 20 language-impaired children, 20 normal children matched to the language-impaired children for chronological age, and 20 normal children matched to the language-impaired children on a composite index of language age. Children were shown 64 pictures of objects and asked to name each as rapidly as possible. The principal findings were that (a) pictures of objects with more frequently occurring names were named more rapidly than pictures of objects with less frequently occurring names; (b) language-impaired children named pictures less rapidly than their chronological-age peers but more rapidly than their language-age peers; and (c) the effects of frequency of occurrence on naming time were comparable for all three groups of children. Factors that may have accounted for the findings are discussed.

Lexical storage and retrieval in language-impaired children

1984 ◽  
Vol 5 (1) ◽  
pp. 37-49 ◽  
Author(s):  
Robert Kail ◽  
Catherine A. Hale ◽  
Laurence B. Leonard ◽  
Marilyn A. Nippold
Keyword(s):  
Free Recall ◽  
Cued Recall ◽  
Lexical Acquisition ◽  
Lexical Retrieval ◽  
Normal Children ◽  
Retrieval Cues ◽  
Language Impaired ◽  
Storage And Retrieval ◽  
Word Finding ◽  
Impaired Children

ABSTRACTWe tested 20 language-impaired children, 20 age-matched normal children, and 20 language-matched normal children. In free recall, children simply remembered as many words possible; in cued recall, the experimenter provided the category names as retrieval cues; in repeated free recall, children recalled the list three times in succession. The principal results were that (1) language-impaired children recalled fewer words than their agemates in both free and cued recall, and (2) the pattern of repeated free recall suggested that language-impaired children were less likely than their agemates to store a word when presented, and were less consistent in their retrieval of words. Our discussion concerns the roles of lexical acquisition and lexical retrieval in language-impaired children's word-finding problems.

Phonological and Spatial Processing Abilities in Language- and Reading-Impaired Children

1988 ◽  
Vol 53 (3) ◽  
pp. 316-327 ◽  
Author(s):  
Alan G. Kamhi ◽  
Hugh W. Catts ◽  
Daria Mauer ◽  
Kenn Apel ◽  
Betholyn F. Gentry
Keyword(s):  
Phonological Processing ◽  
Spatial Information ◽  
Normal Children ◽  
Language Impaired ◽  
Word Repetition ◽  
Paper Folding ◽  
Syllable Segmentation ◽  
Processing Abilities ◽  
Impaired Children ◽  
Better Than

In the present study, we further examined (see Kamhi & Catts, 1986) the phonological processing abilities of language-impaired (LI) and reading-impaired (RI) children. We also evaluated these children's ability to process spatial information. Subjects were 10 LI, 10 RI, and 10 normal children between the ages of 6:8 and 8:10 years. Each subject was administered eight tasks: four word repetition tasks (monosyllabic, monosyllabic presented in noise, three-item, and multisyllabic), rapid naming, syllable segmentation, paper folding, and form completion. The normal children performed significantly better than both the LI and RI children on all but two tasks: syllable segmentation and repeating words presented in noise. The LI and RI children performed comparably on every task with the exception of the multisyllabic word repetition task. These findings were consistent with those from our previous study (Kamhi & Catts, 1986). The similarities and differences between LI and RI children are discussed.

Object Transformations in the Play of Language-Impaired Children

1988 ◽  
Vol 53 (4) ◽  
pp. 459-466 ◽  
Author(s):  
Brenda Y. Terrell ◽  
Richard G. Schwartz
Keyword(s):  
Normal Subjects ◽  
Play Behavior ◽  
Chronological Age ◽  
Standard Group ◽  
Language Impaired ◽  
Normal Language ◽  
Mean Length Of Utterance ◽  
Impaired Children

The play behavior of 10 language-impaired children was observed. Their performances in play were compared to those of 10 normal-language children matched for chronological age as well as to those of 10 normal-language children matched for mean length of utterance. The children were observed as they played spontaneously with a standard group of toys and as they played with objects that required object transformations for successful play. The chronological age-matched normal subjects showed a trend toward performance of more object transformations in play than either the language-impaired or younger normal-language children. Additionally, although object transformations were observed in both segments, all children performed more object transformations with objects than with toys.

scholarly journals The comprehension of deictic terms in normal and language impaired children

1981 ◽  
Vol 28 (1) ◽  
Author(s):  
Michelle Mentis
Keyword(s):  
Qualitative Analysis ◽  
The Other ◽  
Developmental Sequence ◽  
Stages Of Development ◽  
Normal Children ◽  
Language Impaired ◽  
Semantic Complexity ◽  
Impaired Group ◽  
Age Range ◽  
Impaired Children

This study examined the comprehension of four pairs of deictic terms in a group of language impaired children and compared their interpretation of these terms with those of non-language impaired children of the same age range. Each group was comprised of ten subjects within the age range of 9,6 to 10,6 years. Two tasks were administered, one to assess the comprehension of the terms here, there, this, and that and the other to assess the comprehension of the terms, come, go, bring and take. The results showed that while the non-language impaired subjects comprehended the full deictic contrast between the pairs of terms tested, the language impaired group did not. A qualitative analysis of the data revealed that the language impaired subjects appeared to follow the same developmental sequence as normal children in their acquisition of these terms and responded by using the same strategies that younger non-language impaired children use at equivalent stages of development. Furthermore, the language impaired subjects appeared to comprehend the deictic terms in a predictable order based on their relative semantic complexity.

scholarly journals Aspects of cohesion, tense and pronoun usage in the discourse of the older language-impaired child

1978 ◽  
Vol 25 (1) ◽  
Author(s):  
Hilary Berger ◽  
Aletta Sinoff
Keyword(s):  
Language Impairment ◽  
Impaired Child ◽  
Normal Children ◽  
Situational Context ◽  
Language Impaired ◽  
Diagnosis And Therapy ◽  
Significant Difference ◽  
Impaired Children

Aspects of the discourse of 5 language-impaired children and 5 children with no language impairment, aged approximately 9 years, were compared. A film and a story sequence were utilised to elicit narratives on which, measures of cohesion, tense and pronouns were appraised. Measures of cohesion refer  to the ability to indicate appropriately the relations of meaning with regard to situational context. Measures of tense include aspects of tense range and tense continuity. Measures of  pronouns refer  to the anaphoric use of  pronouns with non-ambiguous referents.  The group of language-impaired children was found  to be significantly poorer on measures of  cohesion and pronominal usage than the normal children, whereas a significant difference between the two groups was not revealed on measures of tense. Possible factors  accounting for  these findings  were discussed and implications for the diagnosis and therapy of the older language-impaired child were considered.

Conversational Responsiveness and Assertiveness in Language-Impaired Children

1987 ◽  
Vol 18 (1) ◽  
pp. 53-62 ◽  
Author(s):  
Mary Kay Rosinski-McClendon ◽  
Marilyn Newhoff
Keyword(s):  
Language Ability ◽  
Normal Children ◽  
Language Impaired ◽  
Impaired Children

It has been suggested that language-disordered children may be less conversationally responsive and/or assertive than their normal matched counterparts. This investigation compared these abilities in 10 language-impaired children ranging in age from 4:1 to 5:9, and 10 normal children matched for language ability (2:8 to 4:2). Comparisons were based on subjects' responses to systematic probes that occurred within examiner-child dialogues. Total scores were derived from: (a) the number of questions answered, (b) the number of attempts to continue a topic following a no-response, and (c) the number of attempts to maintain the original topic after the examiner changed the topic. Results indicated that although language-impaired children responded to questions significantly less often than did their normal peers, they were equally assertive both in continuing a topic after no comment by the examiner and in maintaining the topic following a topical change.

Toward an Understanding of Developmental Language and Reading Disorders

1986 ◽  
Vol 51 (4) ◽  
pp. 337-347 ◽  
Author(s):  
Alan G. Kamhi ◽  
Hugh W. Catts
Keyword(s):  
Language Impairment ◽  
Phonological Processing ◽  
School Age Children ◽  
Phonological Information ◽  
Normal Children ◽  
Language Impaired ◽  
Sentence Repetition ◽  
History Of ◽  
Reading Impairments ◽  
Impaired Children

The primary purpose of this study was to compare the ability of language-impaired and reading-impaired children to process (i.e., encode and retrieve) phonological information. Four measures of phonological awareness and several measures of word and sentence repetition abilities were used to evaluate phonological processing skills. Two additional measures assessed children's awareness of lexical and morphological information. Subjects were 12 language-impaired (LI), 12 reading-impaired (RI), and 12 normal children between the ages of 6 and 8 years. The findings supported previous claims that children with reading impairments have difficulty processing phonological information. To our surprise, however, the LI children performed significantly worse than the RI children on only three measures, all involving word and sentence repetition. These findings raise questions about the distinctiveness of school-age children with a history of language impairment and poor readers with no history of language impairment.

A Preliminary Investigation of Generalization to Untrained Words Following Two Treatments of Children's Word-Finding Problems

1990 ◽  
Vol 21 (3) ◽  
pp. 151-156 ◽  
Author(s):  
Clara S. Wing
Keyword(s):  
Preliminary Investigation ◽  
Naming Task ◽  
Treatment Programs ◽  
Retrieval Process ◽  
Phonological Processes ◽  
Multistage Model ◽  
Language Impaired ◽  
Word Finding ◽  
Semantic Associations ◽  
Semantic Treatment

An experiment with two groups of 6-year-old language-impaired children contrasted the effects of two treatment programs on generalization to untrained words in a picture naming task. A more traditional treatment focused on semantic associations and organization of the semantic store, and a newer treatment focused on the phonological and perceptual components of the retrieval process and involved practice in segmenting words and manipulating word segments as well as training in forming and holding visual and auditory images. Subjects receiving the phonological and perceptual treatment improved significantly in naming untrained pictures, but the semantic treatment group made no significant improvement. The design of the experiment and the results are related to Wolfs multistage model of the retrieval process. Because the results involved generalization to untrained words, they suggest that the perceptual and phonological processes described in Wolfs model may have been improved by the imagery and segmentation treatment.

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