Visual fast mapping in school-aged children with specific language impairment

Research output: Contribution to journalArticle

14 Citations (Scopus)

Abstract

Purpose: To determine whether children with specific language impairment (SLI) demonstrate impaired visual fast mapping skills compared with unimpaired peers and to test components of visual working memory that may contribute to a visual working memory deficit. Methods: Fifty children (25 SLI) played 2 computer-based visual fast mapping games where they watched an animation about a dinosaur and then identified visual features from the movie. Experiments manipulated the complexity of the visual content or taxed capacity. Analyses included mixed-model analysis of variance, t tests, and correlations. Results: There was evidence for impaired visual working memory skills for children with SLI, but not in all conditions. There was no evidence that children with SLI were more susceptible to high-complexity information: both groups performed worse on the high-complexity conditions. There was also no evidence that children with SLI had limited capacity for visual memory. Conclusions: This provides support for a domain-general deficit in children with SLI, although visual impairments are milder than verbal impairments. Findings are discussed in relation to theories of working memory, specifically the concepts of focus of attention and limited capacity. We suggest that the source of the difficulty for the SLI group may be due to interference.

Original languageEnglish (US)
Pages (from-to)328-346
Number of pages19
JournalTopics in Language Disorders
Volume33
Issue number4
DOIs
StatePublished - Oct 2013

Fingerprint

Language
Short-Term Memory
language
school
deficit
Dinosaurs
evidence
visual impairment
Vision Disorders
Memory Disorders
model analysis
Motion Pictures
Fast Mapping
School children
Specific Language Impairment
movies
analysis of variance
interference
Analysis of Variance
Group

Keywords

  • Children
  • Specific language impairment
  • Visual
  • Working memory

ASJC Scopus subject areas

  • Linguistics and Language
  • Speech and Hearing
  • Language and Linguistics

Cite this

Visual fast mapping in school-aged children with specific language impairment. / Alt, Mary.

In: Topics in Language Disorders, Vol. 33, No. 4, 10.2013, p. 328-346.

Research output: Contribution to journalArticle

@article{6463f69729e340a3b27f227f26b9ead9,
title = "Visual fast mapping in school-aged children with specific language impairment",
abstract = "Purpose: To determine whether children with specific language impairment (SLI) demonstrate impaired visual fast mapping skills compared with unimpaired peers and to test components of visual working memory that may contribute to a visual working memory deficit. Methods: Fifty children (25 SLI) played 2 computer-based visual fast mapping games where they watched an animation about a dinosaur and then identified visual features from the movie. Experiments manipulated the complexity of the visual content or taxed capacity. Analyses included mixed-model analysis of variance, t tests, and correlations. Results: There was evidence for impaired visual working memory skills for children with SLI, but not in all conditions. There was no evidence that children with SLI were more susceptible to high-complexity information: both groups performed worse on the high-complexity conditions. There was also no evidence that children with SLI had limited capacity for visual memory. Conclusions: This provides support for a domain-general deficit in children with SLI, although visual impairments are milder than verbal impairments. Findings are discussed in relation to theories of working memory, specifically the concepts of focus of attention and limited capacity. We suggest that the source of the difficulty for the SLI group may be due to interference.",
keywords = "Children, Specific language impairment, Visual, Working memory",
author = "Mary Alt",
year = "2013",
month = "10",
doi = "10.1097/01.TLD.0000437942.85989.73",
language = "English (US)",
volume = "33",
pages = "328--346",
journal = "Topics in Language Disorders",
issn = "0271-8294",
publisher = "Lippincott Williams and Wilkins",
number = "4",

}

TY - JOUR

T1 - Visual fast mapping in school-aged children with specific language impairment

AU - Alt, Mary

PY - 2013/10

Y1 - 2013/10

N2 - Purpose: To determine whether children with specific language impairment (SLI) demonstrate impaired visual fast mapping skills compared with unimpaired peers and to test components of visual working memory that may contribute to a visual working memory deficit. Methods: Fifty children (25 SLI) played 2 computer-based visual fast mapping games where they watched an animation about a dinosaur and then identified visual features from the movie. Experiments manipulated the complexity of the visual content or taxed capacity. Analyses included mixed-model analysis of variance, t tests, and correlations. Results: There was evidence for impaired visual working memory skills for children with SLI, but not in all conditions. There was no evidence that children with SLI were more susceptible to high-complexity information: both groups performed worse on the high-complexity conditions. There was also no evidence that children with SLI had limited capacity for visual memory. Conclusions: This provides support for a domain-general deficit in children with SLI, although visual impairments are milder than verbal impairments. Findings are discussed in relation to theories of working memory, specifically the concepts of focus of attention and limited capacity. We suggest that the source of the difficulty for the SLI group may be due to interference.

AB - Purpose: To determine whether children with specific language impairment (SLI) demonstrate impaired visual fast mapping skills compared with unimpaired peers and to test components of visual working memory that may contribute to a visual working memory deficit. Methods: Fifty children (25 SLI) played 2 computer-based visual fast mapping games where they watched an animation about a dinosaur and then identified visual features from the movie. Experiments manipulated the complexity of the visual content or taxed capacity. Analyses included mixed-model analysis of variance, t tests, and correlations. Results: There was evidence for impaired visual working memory skills for children with SLI, but not in all conditions. There was no evidence that children with SLI were more susceptible to high-complexity information: both groups performed worse on the high-complexity conditions. There was also no evidence that children with SLI had limited capacity for visual memory. Conclusions: This provides support for a domain-general deficit in children with SLI, although visual impairments are milder than verbal impairments. Findings are discussed in relation to theories of working memory, specifically the concepts of focus of attention and limited capacity. We suggest that the source of the difficulty for the SLI group may be due to interference.

KW - Children

KW - Specific language impairment

KW - Visual

KW - Working memory

UR - http://www.scopus.com/inward/record.url?scp=84887909131&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=84887909131&partnerID=8YFLogxK

U2 - 10.1097/01.TLD.0000437942.85989.73

DO - 10.1097/01.TLD.0000437942.85989.73

M3 - Article

AN - SCOPUS:84887909131

VL - 33

SP - 328

EP - 346

JO - Topics in Language Disorders

JF - Topics in Language Disorders

SN - 0271-8294

IS - 4

ER -