Recognition of Gated Words by Children With Specific Language Impairment

1999 ◽  
Vol 42 (3) ◽  
pp. 735-743 ◽  
Author(s):  
James W. Montgomery
Keyword(s):  
Word Recognition ◽  
Confidence Rating ◽  
Language Impairment ◽  
Specific Language Impairment ◽  
Chronological Age ◽  
Specific Language ◽  
Auditory Word ◽  
Auditory Word Recognition ◽  
Lexical Mapping

In this study we examined the lexical mapping stage of auditory word recognition in children with specific language impairment (SLI). Twenty-one children with SLI, 21 children matched for chronological age (CM), and 21 vocabulary-matched (VM) children participated in a forward gating task in which they listened to successive temporal chunks of familiar monosyllabic nouns. After each gate, children guessed the identity of the word and provided a confidence rating of their word guess. Results revealed that the children with SLI performed comparably to the CM and VM children on all seven dependent measures related to lexical mapping. The findings were interpreted to suggest that children with SLI and their normally developing peers demonstrate a comparable lexical mapping phase (i.e., acoustic-phonetic analysis) of auditory word recognition.

scholarly journals ERPs reveal the temporal dynamics of auditory word recognition in specific language impairment

2013 ◽  
Vol 5 ◽  
pp. 134-148 ◽  
Author(s):  
Jeffrey G. Malins ◽  
Amy S. Desroches ◽  
Erin K. Robertson ◽  
Randy Lynn Newman ◽  
Lisa M.D. Archibald ◽  
...  
Keyword(s):  
Word Recognition ◽  
Language Impairment ◽  
Specific Language Impairment ◽  
Temporal Dynamics ◽  
Specific Language ◽  
Auditory Word ◽  
Auditory Word Recognition

Pragmatics and SLI

1993 ◽  
Vol 36 (4) ◽  
pp. 777-789 ◽  
Author(s):  
Holly K. Craig ◽  
Julia L. Evans
Keyword(s):  
Language Impairment ◽  
Specific Language Impairment ◽  
Language Skills ◽  
Receptive Language ◽  
Chronological Age ◽  
Specific Language ◽  
Language Status ◽  
Pragmatic Research ◽  
Normal Language ◽  
Mean Length Of Utterance

Selected discourse behaviors of children with specific language impairment (SU) presenting expressive (E:SLI) or combined expressive-receptive deficits (E-R:SLI) were compared to each other and to chronological age-mates and younger mean length of utterance (MLU)-matched children with normal-language skills. The two SLI subgroups varied from each other on specific measures of tum-taking and cohesion. These findings imply the need for future normative work with SLI subgroups differing in receptive skill, and indicate that, in the interim, pragmatic research with this population will need to consider potential effects of receptive language status when interpreting variations in outcomes for discourse-based variables.

Negotiation skills of Children With Specific Language Impairment

1998 ◽  
Vol 41 (4) ◽  
pp. 927-940 ◽  
Author(s):  
Bonnie Brinton ◽  
Martin Fujiki ◽  
Lara McKee
Keyword(s):  
Language Impairment ◽  
Specific Language Impairment ◽  
Chronological Age ◽  
Specific Language ◽  
Negotiation Strategies ◽  
Triadic Interactions ◽  
Interpersonal Negotiation

This study examined the ability of 6 children with specific language impairment (SLI), ages 8;10 to 12;5 (yr; mon) to participate in a negotiation sequence with 2 same-age peers in triadic interactions. Negotiation sequences were analyzed using a system based on Selman’s interpersonal negotiation strategies (INS) model (Selman, 1981). The negotiation skills of children with SLI were compared to those of 6 children matched for chronological age (CA) and 6 children of similar language (LS) abilities, participating in the same task. Children with SLI did not produce significantly fewer utterances than the partners with whom they interacted. However, they did produce a significantly smaller percentage of the negotiation strategies produced by their triads. They also used developmentally lower level strategies than either of the partners in their triads. Children interacting within the CA and LS triads did not produce similar differences.

Access Behaviors of Children With Specific Language Impairment

1993 ◽  
Vol 36 (2) ◽  
pp. 322-337 ◽  
Author(s):  
Holly K. Craig ◽  
Julie A. Washington
Keyword(s):  
Language Impairment ◽  
Specific Language Impairment ◽  
Chronological Age ◽  
Nonverbal Behaviors ◽  
Specific Language ◽  
Control Subjects ◽  
Normal Language ◽  
Verbal And Nonverbal Behaviors ◽  
Gain Access ◽  
Language Literature

The verbal and nonverbal behaviors used by 5 children with specific language impairment (SLI) to attempt to gain access into established interactions were described and compared with those of chronological-age-mates and language-similar control subjects. Three of the children with SLI were unsuccessful. Two of the children with SLI achieved access but did so without using linguistic forms like those most normal-language children use. All of the children with normal language accessed, and most did so quickly and easily using an orderly and sequential set of indirect behaviors. The findings contribute to social-linguistic characterizations of SLI and clarify specific aspects of access described in the normal-language literature.

Auditory perception and word recognition in Cantonese-Chinese speaking children with and without Specific Language Impairment

2015 ◽  
Vol 44 (1) ◽  
pp. 1-35
Author(s):  
JOANNA C. KIDD ◽  
KATHY K. SHUM ◽  
ANITA M.-Y. WONG ◽  
CONNIE S.-H. HO ◽  
TERRY K. AU
Keyword(s):  
Word Recognition ◽  
Language Impairment ◽  
Phonological Processing ◽  
Oral Language ◽  
Specific Language Impairment ◽  
Auditory Perception ◽  
Spoken Word Recognition ◽  
Spoken Word ◽  
Neighborhood Density ◽  
Specific Language

AbstractAuditory processing and spoken word recognition difficulties have been observed in Specific Language Impairment (SLI), raising the possibility that auditory perceptual deficits disrupt word recognition and, in turn, phonological processing and oral language. In this study, fifty-seven kindergarten children with SLI and fifty-three language-typical age-matched controls were assessed with a speech-gating task to measure spoken word recognition, psychophysical tasks to measure auditory Frequency Modulation (FM) detection and Frequency Discrimination (FD), and standardized psychometric tests of phonological processing and oral language. As a group, children with SLI took significantly longer than language-typical controls to recognize words with high neighborhood density, perhaps reflecting subpar phonological representations. FM, but not FD, was significantly worse in SLI. However, while both poorer speech-gating performance and poorer auditory thresholds (FM) were evident in SLI, spoken word recognition did not mediate any relation between auditory perception and either phonological processing or oral language.

scholarly journals Διερευνώντας τη σχέση μεταξύ της Ειδικής Γλωσσικής Διαταραχής και της Δυσλεξίας: θεωρητικές και κλινικές προεκτάσεις

2020 ◽  
Vol 20 (3) ◽  
pp. 358
Author(s):  
Ασημίνα Μ. Ράλλη ◽  
Ολυμπία Παληκαρά
Keyword(s):  
Language Development ◽  
Language Impairment ◽  
Specific Language Impairment ◽  
Language Delay ◽  
Chronological Age ◽  
Typically Developing ◽  
Typically Developing Children ◽  
Specific Language ◽  
Comparison Groups

In this study, we tested the predictions of two opposing perspectives on the nature of the deficit in Specific Language Impairment (SLI): the language delay approach, and the view that the language development of SLI children is qualitatively different from typically developing children populations. Data consisted of the elicited production of pronominal object clitics from monolingual and bilingual SLI children with various language pairs (Greek always being the children’s second language); younger, typically developing, bilingual language peers, and monolingual Greek-speaking comparison groups. We analyzed the children’s accurate responses and error-types in clitic production. Both SLI groups had more difficulty with clitics in comparison to typically-developing, chronological age-matched peers, while SLI children performed similarly with their younger, unaffected monolingual and bilingual peers. We argue that these findings provide support to the language delay approach and present challenges to the role of bilingualism in SLI.

scholarly journals Spoken word recognition in adolescents with autism spectrum disorders and specific language impairment

2011 ◽  
Vol 34 (2) ◽  
pp. 301-322 ◽  
Author(s):  
TOM LOUCAS ◽  
NICK RICHES ◽  
GILLIAN BAIRD ◽  
ANDREW PICKLES ◽  
EMILY SIMONOFF ◽  
...  
Keyword(s):  
Autism Spectrum Disorders ◽  
Word Recognition ◽  
Language Impairment ◽  
Specific Language Impairment ◽  
Spoken Word Recognition ◽  
Autism Spectrum ◽  
Spoken Word ◽  
Specific Language ◽  
Adolescents With Autism ◽  
Spectrum Disorders

ABSTRACTSpoken word recognition, during gating, appears intact in specific language impairment (SLI). This study used gating to investigate the process in adolescents with autism spectrum disorders plus language impairment (ALI). Adolescents with ALI, SLI, and typical language development (TLD), matched on nonverbal IQ listened to gated words that varied in frequency (low/high) and number of phonological onset neighbors (low/high density). Adolescents with ALI required more speech input to initially identify low-frequency words with low competitor density than those with SLI and those with TLD, who did not differ. These differences may be due to less well specified word form representations in ALI.

Testing the Generalized Slowing Hypothesis in Specific Language Impairment

1999 ◽  
Vol 42 (5) ◽  
pp. 1205-1218 ◽  
Author(s):  
Jennifer Windsor ◽  
Mina Hwang
Keyword(s):  
Nonlinear Model ◽  
Language Impairment ◽  
Specific Language Impairment ◽  
Theoretical Models ◽  
Chronological Age ◽  
Regression Analyses ◽  
Specific Language ◽  
The Mean ◽  
Linear And Nonlinear ◽  
Parsimonious Model

This study investigated the proposition that children with specific language impairment (SLI) show a generalized slowing of response time (RT) across tasks compared to chronological-age (CA) peers. Three different theoretical models consistent with the hypothesis of generalized slowing—a proportional, linear, and nonlinear model—were examined using regression analyses of group RT data. Each model was an excellent fit with the RT data. The most parsimonious model indicated that the SLI group was proportionally slower than the CA group. Mean RTs of the SLI group were about one fifth slower across tasks than the CA group's mean RTs. Less slowing was evident for a subgroup of young children with expressive SLI than for children with mixed (expressive and receptive) SLI. Although the mean RT data reflected many individual SLI children's RT performance, not all SLI children showed generalized slowing.

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