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 language | English (US) |
|---|---|
| Pages (from-to) | 205-219 |
| Number of pages | 15 |
| Journal | Journal of Communication Disorders |
| Volume | 25 |
| Issue number | 4 |
| DOIs | |
| State | Published - 1992 |
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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 journal › Article
}
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.
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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 -