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
AU - Vance, Rebecca
N1 - Funding Information:
This research was funded partially by the Department of Education Grant #H029D90108. We thank L. Coolidge and the Tucson Scottish Rite Charitable Foundation for this unconditional support of research with SLI children.
PY - 1992/12
Y1 - 1992/12
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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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 - Clinics in communication disorders
JF - Clinics in communication disorders
SN - 0021-9924
IS - 4
ER -