Relations among verbal and nonverbal cognitive skills in normal language and specifically language-impaired children

Maria Adelaida Restrepo, Linda Swisher, Elena M Plante, Rebecca Vance

Research output: Contribution to journalArticle

15 Citations (Scopus)

Abstract

This study tested the hypothesis that specifically language-impaired (SLI) children have a qualitatively different cognitive system from that of normal language (NL) children. Twenty NL and 20 SLI children between the ages of 4:2 (years: months) and 5:11 were presented with experimental language-learning measures, experimental nonverbal measures, and verbal and nonverbal norm-referenced tests. A confirmatory analysis of the covariance matrix structures of the two subject groups indicated that relations among cognitive skills differed between NL and SLI children. In addition, a planned comparison indicated that the relation between nonverbal rule-induction and novel bound-morpheme learning differed significantly between groups. The findings indicate that a "qualitative-differences" model of specific language impairment better accounts for the co-occurrence of poor verbal and poor nonverbal cognitive skills in SLI children than a "low-normal" model.

Original languageEnglish (US)
Pages (from-to)205-219
Number of pages15
JournalJournal of Communication Disorders
Volume25
Issue number4
DOIs
StatePublished - 1992

Fingerprint

Child Language
Language
language
Learning
Language Impairment
induction
learning
Group

ASJC Scopus subject areas

  • Language and Linguistics
  • Cognitive Neuroscience
  • Clinical Psychology
  • Experimental and Cognitive Psychology
  • Linguistics and Language

Cite this

Relations among verbal and nonverbal cognitive skills in normal language and specifically language-impaired children. / Restrepo, Maria Adelaida; Swisher, Linda; Plante, Elena M; Vance, Rebecca.

In: Journal of Communication Disorders, Vol. 25, No. 4, 1992, p. 205-219.

Research output: Contribution to journalArticle

@article{384fb296092040bd8470ff68d93efac9,
title = "Relations among verbal and nonverbal cognitive skills in normal language and specifically language-impaired children",
abstract = "This study tested the hypothesis that specifically language-impaired (SLI) children have a qualitatively different cognitive system from that of normal language (NL) children. Twenty NL and 20 SLI children between the ages of 4:2 (years: months) and 5:11 were presented with experimental language-learning measures, experimental nonverbal measures, and verbal and nonverbal norm-referenced tests. A confirmatory analysis of the covariance matrix structures of the two subject groups indicated that relations among cognitive skills differed between NL and SLI children. In addition, a planned comparison indicated that the relation between nonverbal rule-induction and novel bound-morpheme learning differed significantly between groups. The findings indicate that a {"}qualitative-differences{"} model of specific language impairment better accounts for the co-occurrence of poor verbal and poor nonverbal cognitive skills in SLI children than a {"}low-normal{"} model.",
author = "Restrepo, {Maria Adelaida} and Linda Swisher and Plante, {Elena M} and Rebecca Vance",
year = "1992",
doi = "10.1016/0021-9924(92)90016-P",
language = "English (US)",
volume = "25",
pages = "205--219",
journal = "Journal of Communication Disorders",
issn = "0021-9924",
publisher = "Elsevier Inc.",
number = "4",

}

TY - JOUR

T1 - Relations among verbal and nonverbal cognitive skills in normal language and specifically language-impaired children

AU - Restrepo, Maria Adelaida

AU - Swisher, Linda

AU - Plante, Elena M

AU - Vance, Rebecca

PY - 1992

Y1 - 1992

N2 - This study tested the hypothesis that specifically language-impaired (SLI) children have a qualitatively different cognitive system from that of normal language (NL) children. Twenty NL and 20 SLI children between the ages of 4:2 (years: months) and 5:11 were presented with experimental language-learning measures, experimental nonverbal measures, and verbal and nonverbal norm-referenced tests. A confirmatory analysis of the covariance matrix structures of the two subject groups indicated that relations among cognitive skills differed between NL and SLI children. In addition, a planned comparison indicated that the relation between nonverbal rule-induction and novel bound-morpheme learning differed significantly between groups. The findings indicate that a "qualitative-differences" model of specific language impairment better accounts for the co-occurrence of poor verbal and poor nonverbal cognitive skills in SLI children than a "low-normal" model.

AB - This study tested the hypothesis that specifically language-impaired (SLI) children have a qualitatively different cognitive system from that of normal language (NL) children. Twenty NL and 20 SLI children between the ages of 4:2 (years: months) and 5:11 were presented with experimental language-learning measures, experimental nonverbal measures, and verbal and nonverbal norm-referenced tests. A confirmatory analysis of the covariance matrix structures of the two subject groups indicated that relations among cognitive skills differed between NL and SLI children. In addition, a planned comparison indicated that the relation between nonverbal rule-induction and novel bound-morpheme learning differed significantly between groups. The findings indicate that a "qualitative-differences" model of specific language impairment better accounts for the co-occurrence of poor verbal and poor nonverbal cognitive skills in SLI children than a "low-normal" model.

UR - http://www.scopus.com/inward/record.url?scp=0026988924&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=0026988924&partnerID=8YFLogxK

U2 - 10.1016/0021-9924(92)90016-P

DO - 10.1016/0021-9924(92)90016-P

M3 - Article

C2 - 1304003

AN - SCOPUS:0026988924

VL - 25

SP - 205

EP - 219

JO - Journal of Communication Disorders

JF - Journal of Communication Disorders

SN - 0021-9924

IS - 4

ER -