scholarly journals Language ability, executive functioning and behaviour in school‐age children

2015 ◽  
Vol 50 (2) ◽  
pp. 144-150 ◽  
Author(s):  
Courtney Karasinski
Keyword(s):  
Executive Functioning ◽  
Language Ability ◽  
School Age Children ◽  
School Age

Word Learning During Reading: Effects of Language Ability in School-Age Children

2017 ◽  
Vol 39 (1) ◽  
pp. 270-280 ◽  
Author(s):  
Margaret S. Hill ◽  
Stacy A. Wagovich ◽  
Louis Manfra
Keyword(s):  
Word Learning ◽  
Language Ability ◽  
School Age Children ◽  
School Age

scholarly journals The Development of Language-Specific and Language-Independent Talker Processing

2013 ◽  
Vol 56 (3) ◽  
pp. 913-925 ◽  
Author(s):  
Susannah V. Levi ◽  
Richard G. Schwartz
Keyword(s):  
Language Impairment ◽  
Specific Language Impairment ◽  
Auditory Processing ◽  
Language Skills ◽  
Language Impairments ◽  
Language Ability ◽  
School Age Children ◽  
School Age ◽  
Development Of Language ◽  
Perceptual Abilities

Purpose In this study, the authors aimed to investigate how differences in language ability relate to differences in processing talker information in the native language and an unfamiliar language by comparing performance for different ages and for groups with impaired language. Method Three groups of native English listeners with typical language development (TLD; ages 7–9, ages 10–12, adults) and 2 groups with specific language impairment (SLI; ages 7–9, ages 10–12) participated in the study. Listeners heard pairs of words in both English and German (unfamiliar language) and were asked to determine whether the words were produced by the same or different talkers. Results In English, talker discrimination improved with age. In German, performance improved with age for the school-age children but was worse for adult listeners. No differences were found between TLD and SLI children. Conclusion These results show that as listeners' language skills develop, there is a trade-off between more general perceptual abilities useful for processing talker information in any language and those that are relevant to their everyday language experiences and, thus, tied to the phonology. The lack of differences between the children with and without language impairments suggests that general auditory processing may be intact in at least some children with SLI.

scholarly journals Primary hypertension and neurocognitive and executive functioning in school-age children

2012 ◽  
Vol 28 (3) ◽  
pp. 401-408 ◽  
Author(s):  
Juan C. Kupferman ◽  
Marc B. Lande ◽  
Heather R. Adams ◽  
Steven G. Pavlakis
Keyword(s):  
Executive Functioning ◽  
Primary Hypertension ◽  
School Age Children ◽  
School Age

Word learning from context in school-age children: relations with language ability and executive function

2020 ◽  
Vol 47 (5) ◽  
pp. 1006-1029
Author(s):  
Margaret S. HILL ◽  
Stacy A. WAGOVICH
Keyword(s):  
Executive Function ◽  
Cognitive Flexibility ◽  
Word Learning ◽  
Language Ability ◽  
The Other ◽  
School Age Children ◽  
Word Knowledge ◽  
School Age ◽  
Word Meanings ◽  
Knowledge Gains

AbstractPurpose: Although school-age children learn most new word meanings from surrounding context, the joint roles of language ability and executive function (EF) in the word learning process remain unclear. This study examined children's acquisition of word meanings from context in relation to oral language ability and three EF skills (working memory, inhibitory control, and cognitive flexibility). Method: Typically developing school-age children completed measures of language and EF, then read and listened to short stories containing unfamiliar target words. A multiple-choice pretest–posttest measure assessed children's target word knowledge gains. Results: Regression analyses showed that language and cognitive flexibility were both related to word knowledge gains; each skill assumed greater importance among children with relative weakness in the other skill. Conclusion: Language ability and cognitive flexibility may each play a direct role in contextual word learning among school-age children, with children naturally relying on one skill if the other is weaker.

Comparisons of Scores on Quick Test and Stanford-Binet Form L-M, for Retarded Children

1968 ◽  
Vol 23 (2) ◽  
pp. 401-402 ◽  
Author(s):  
Robert E. Lamp ◽  
A. Barclay
Keyword(s):  
Sex Differences ◽  
Test Performance ◽  
Test Scores ◽  
Language Ability ◽  
School Age Children ◽  
Functional Language ◽  
School Age ◽  
Restricted Range ◽  
Quick Test

For a sample of 40 young educable retarded children, the correlation between QT IQs and SB-LM IQs was .61. Thus the Quick Test correlates moderately well with the Binet, even with a restricted range of test scores. The QT IQ was significantly higher than the Binet IQ but showed no significant sex differences in test performance. These findings suggest that as with the adult and adolescent retardate, the Quick Test can be useful in assessing functional language ability and screening intellectual levels of young school-age children.

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