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  • 1
    Online Resource
    Online Resource
    The Relationship Between Executive Functions and Language Abilities in Children: A Latent Variables Approach
    American Speech Language Hearing Association ; 2017
    In:  Journal of Speech, Language, and Hearing Research Vol. 60, No. 4 ( 2017-04-14), p. 912-923
    Details
    In: Journal of Speech, Language, and Hearing Research, American Speech Language Hearing Association, Vol. 60, No. 4 ( 2017-04-14), p. 912-923
    Abstract: We aimed to outline the latent variables approach for measuring nonverbal executive function (EF) skills in school-age children, and to examine the relationship between nonverbal EF skills and language performance in this age group. Method Seventy-one typically developing children, ages 8 through 11, participated in the study. Three EF components, inhibition, updating, and task-shifting, were each indexed using 2 nonverbal tasks. A latent variables approach was used to extract latent scores that represented each EF construct. Children were also administered common standardized language measures. Multiple regression analyses were conducted to examine the relationship between EF and language skills. Results Nonverbal updating was associated with the Receptive Language Index on the Clinical Evaluation of Language Fundamentals–Fourth Edition (CELF-4). When composites denoting lexical–semantic and syntactic abilities were derived, nonverbal inhibition (but not shifting or updating) was found to predict children's syntactic abilities. These relationships held when the effects of age, IQ, and socioeconomic status were controlled. Conclusions The study makes a methodological contribution by explicating a method by which researchers can use the latent variables approach when measuring EF performance in school-age children. The study makes a theoretical and a clinical contribution by suggesting that language performance may be related to domain-general EFs.
    Type of Medium: Online Resource
    ISSN: 1092-4388 , 1558-9102
    URL: Article
    DOI: 10.1044/2016_JSLHR-L-15-0310
    Language: English
    Publisher: American Speech Language Hearing Association
    Publication Date: 2017
    detail.hit.zdb_id: 2070420-3
    SSG: 5,2
    SSG: 7,11
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  • 2
    Online Resource
    Online Resource
    Social-Pragmatic Skills and Length of Bilingualism Predict Inhibitory Control in Children
    American Speech Language Hearing Association ; 2022
    In:  Journal of Speech, Language, and Hearing Research Vol. 65, No. 10 ( 2022-10-17), p. 3873-3880
    Details
    In: Journal of Speech, Language, and Hearing Research, American Speech Language Hearing Association, Vol. 65, No. 10 ( 2022-10-17), p. 3873-3880
    Abstract: There is conflicting evidence regarding effects of bilingualism on inhibition, and the mechanisms that might underlie the effects remain unclear. A prominent account views additional demands on structural language use in bilinguals as being at the root of bilingual effects on inhibition. In this study, we tested the novel hypothesis that social-pragmatic skills (alone or together with structural language skills) are associated with inhibition in bilingual children. Method: Parents of 114 typically developing 8- to 11-year-old Spanish–English bilingual children completed the Children's Communication Checklist–Second Edition to index social pragmatics and the Behavior Rating Inventory of Executive Function to index executive functioning skills. The Inhibit clinical scale score reflected children's inhibition. Children's language ability was indexed by the Clinical Evaluation of Language Fundamentals–Fourth Edition in English and Spanish. Length of bilingualism was operationalized continuously as the length of time children had been exposed to both languages in their lifetime. Moderation analyses tested the effects of structural language, social-pragmatic skills, and length of bilingual experience, and their interactions on inhibition. Results: While structural language skills were not associated with inhibition, they moderated the relation between social-pragmatic skills and inhibition, such that children with better social-pragmatic skills demonstrated better inhibition, and this effect was stronger for children with better structural language skills. Furthermore, longer length of bilingual experience was associated with better inhibition, and this effect was not moderated by any other predictor. Conclusion: These results confirm a graded relationship between bilingualism and inhibition, and indicate that this association is not qualified by structural language or social-pragmatic skills. Supplemental Material: https://doi.org/10.23641/asha.21183916
    Type of Medium: Online Resource
    ISSN: 1092-4388 , 1558-9102
    URL: Article
    DOI: 10.1044/2022_JSLHR-21-00625
    Language: English
    Publisher: American Speech Language Hearing Association
    Publication Date: 2022
    detail.hit.zdb_id: 2070420-3
    SSG: 5,2
    SSG: 7,11
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  • 3
    Online Resource
    Online Resource
    The Impact of Emphatic Stress on Novel Word Learning by Children With Specific Language Impairment
    American Speech Language Hearing Association ; 1998
    In:  Journal of Speech, Language, and Hearing Research Vol. 41, No. 6 ( 1998-12), p. 1444-1458
    Details
    In: Journal of Speech, Language, and Hearing Research, American Speech Language Hearing Association, Vol. 41, No. 6 ( 1998-12), p. 1444-1458
    Abstract: This investigation examined the influence of emphatic stress on children's novel word learning. Forty school-age children participated in this study, including 20 children with specific language impairment (SLI) and 20 children with normal language (NL) development. Results indicated that there were no significant stress effects for comprehension or recognition of novel words (for which all children demonstrated relatively high levels of performance); however, children in both groups exhibited significantly better production of words that had been presented with emphatic stress than with neutral stress. These findings are discussed within a limited capacity framework of language processing.
    Type of Medium: Online Resource
    ISSN: 1092-4388 , 1558-9102
    URL: Article
    DOI: 10.1044/jslhr.4106.1444
    Language: English
    Publisher: American Speech Language Hearing Association
    Publication Date: 1998
    detail.hit.zdb_id: 2070420-3
    SSG: 5,2
    SSG: 7,11
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  • 4
    Online Resource
    Online Resource
    Utility of the MacArthur—Bates Communicative Development Inventory in Identifying Language Abilities of Late-Talking and Typically Developing Toddlers
    American Speech Language Hearing Association ; 2005
    In:  American Journal of Speech-Language Pathology Vol. 14, No. 1 ( 2005-02), p. 40-51
    Details
    In: American Journal of Speech-Language Pathology, American Speech Language Hearing Association, Vol. 14, No. 1 ( 2005-02), p. 40-51
    Abstract: The present study investigated the validity of the MacArthur—Bates Communicative Development Inventory (CDI) for a group of toddlers 30 months of age. Study 1 examined the concurrent validity of the CDI for a group of 38 late talkers. Significant correlations were found between the CDI and direct measures of language abilities. Study 2 used likelihood ratio analysis to determine how well the CDI sorted 100 toddlers (38 late talkers and 62 children with a history of normal language development) according to language status based on direct assessment measures. The analyses showed that the CDI was effective in identifying children with low language skills up to the 11th percentile and in identifying children with normal language skills above the 49th percentile.
    Type of Medium: Online Resource
    ISSN: 1058-0360 , 1558-9110
    URL: Article
    DOI: 10.1044/1058-0360(2005/006)
    Language: English
    Publisher: American Speech Language Hearing Association
    Publication Date: 2005
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  • 5
    Online Resource
    Online Resource
    Grammatical Morphology in School-Age Children With and Without Language Impairment: A Discriminant Function Analysis
    American Speech Language Hearing Association ; 2011
    In:  Language, Speech, and Hearing Services in Schools Vol. 42, No. 4 ( 2011-10), p. 550-560
    Details
    In: Language, Speech, and Hearing Services in Schools, American Speech Language Hearing Association, Vol. 42, No. 4 ( 2011-10), p. 550-560
    Abstract: The purpose of this study was to test Bedore and Leonard’s (1998) proposal that a verb morpheme composite may hold promise as a clinical marker for specific language impairment (SLI) in English speakers and serve as an accurate basis for the classification of children with and without SLI beyond the preschool level. Method The language transcripts of 50 school-age children with SLI ( M age = 7;9 [years;months]) and 50 age-matched typically developing peers ( M age = 7;9) were analyzed. Following the Bedore and Leonard (1998) procedure, 3 variables were measured: a finite verb morpheme composite, a noun morpheme composite, and mean length of utterance in morphemes (MLU m ). Results Overall findings indicated that neither grammatical morpheme composite alone adequately discriminated the groups at this developmental level. However, combining the verb and noun grammatical morpheme composite measures with MLU m resulted in good discriminant accuracy in classifying subgroups of the youngest children with and without SLI in the school-age sample. Conclusion Verb morphology alone is not a useful clinical marker of SLI in school-age children. Potential explanations for these findings and ideas for future research are discussed.
    Type of Medium: Online Resource
    ISSN: 0161-1461 , 1558-9129
    URL: Article
    DOI: 10.1044/0161-1461(2011/10-0029)
    Language: English
    Publisher: American Speech Language Hearing Association
    Publication Date: 2011
    SSG: 7,11
    SSG: 5,3
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  • 6
    Online Resource
    Online Resource
    Effects of Treatment on Linguistic and Social Skills in Toddlers With Delayed Language Development
    American Speech Language Hearing Association ; 1999
    In:  Journal of Speech, Language, and Hearing Research Vol. 42, No. 5 ( 1999-10), p. 1234-1248
    Details
    In: Journal of Speech, Language, and Hearing Research, American Speech Language Hearing Association, Vol. 42, No. 5 ( 1999-10), p. 1234-1248
    Abstract: This study investigated the effects of early language intervention on various linguistic and social skills of late-talking toddlers. The 21 children who participated in the investigation were randomly assigned to an experimental group ( n =11) or a control (delayed-treatment) group ( n =10). The experimental group participated in a 12-week clinician-implemented language intervention program. Groups were compared at pretest and posttest on five linguistic variables: Mean Length of Utterance, Total Number of Words, Number of Different Words, Lexical Repertoire, and Percentage of Intelligible Utterances, as well as on Socialization and Parental Stress. Significant group differences were found for each of the variables, indicating facilitative effects of the treatment. Notably, increases were observed in areas that were not specifically targeted by the intervention. Implications of these results are discussed with respect to considerations regarding clinical management decisions for toddlers with delayed language development.
    Type of Medium: Online Resource
    ISSN: 1092-4388 , 1558-9102
    URL: Article
    DOI: 10.1044/jslhr.4205.1234
    Language: English
    Publisher: American Speech Language Hearing Association
    Publication Date: 1999
    detail.hit.zdb_id: 2070420-3
    SSG: 5,2
    SSG: 7,11
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  • 7
    Online Resource
    Online Resource
    An Examination of Verbal Working Memory Capacity in Children With Specific Language Impairment
    American Speech Language Hearing Association ; 1999
    In:  Journal of Speech, Language, and Hearing Research Vol. 42, No. 5 ( 1999-10), p. 1249-1260
    Details
    In: Journal of Speech, Language, and Hearing Research, American Speech Language Hearing Association, Vol. 42, No. 5 ( 1999-10), p. 1249-1260
    Abstract: This study investigated verbal working memory capacity in children with specific language impairment (SLI). The task employed in this study was the Competing Language Processing Task (CLPT) developed by Gaulin and Campbell (1994). A total of 40 school-age children participated in this investigation, including 20 with SLI and 20 normal language (NL) age-matched controls. Results indicated that the SLI and NL groups performed similarly in terms of true/false comprehension items, but that the children with SLI evidenced significantly poorer word recall than the NL controls, even when differences in nonverbal cognitive scores were statistically controlled. Distinct patterns of word-recall errors were observed for the SLI and NL groups, as well as different patterns of associations between CLPT word recall and performance on nonverbal cognitive and language measures. The findings are interpreted within the framework of a limited-capacity model of language processing.
    Type of Medium: Online Resource
    ISSN: 1092-4388 , 1558-9102
    URL: Article
    DOI: 10.1044/jslhr.4205.1249
    Language: English
    Publisher: American Speech Language Hearing Association
    Publication Date: 1999
    detail.hit.zdb_id: 2070420-3
    SSG: 5,2
    SSG: 7,11
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  • 8
    Online Resource
    Online Resource
    Language Outcomes of Late Talking Toddlers at Preschool and Beyond
    American Speech Language Hearing Association ; 2008
    In:  Perspectives on Language Learning and Education Vol. 15, No. 3 ( 2008-10), p. 119-126
    Details
    In: Perspectives on Language Learning and Education, American Speech Language Hearing Association, Vol. 15, No. 3 ( 2008-10), p. 119-126
    Abstract: Toddlers who demonstrate delayed onset and progression of expressive language in conjunction with otherwise age-appropriate development are often referred to as “late talkers.” For speech-language pathologists who provide early identification and intervention of children who are late talkers, the ability to ascertain whether children ultimately recover or go on to experience difficulties throughout their school years into adulthood is of significant interest. This article summarizes criteria for the identification of late talkers based on research to date, and considers outcomes of late talking toddlers in preschool, kindergarten, and beyond.
    Type of Medium: Online Resource
    ISSN: 1940-7742 , 1940-7750
    URL: Article
    DOI: 10.1044/lle15.3.119
    Language: English
    Publisher: American Speech Language Hearing Association
    Publication Date: 2008
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  • 9
    Online Resource
    Online Resource
    Examining the use of standard language production measures in the language samples of African-American toddlers
    Informa UK Limited ; 2005
    In:  Journal of Multilingual Communication Disorders Vol. 3, No. 3 ( 2005-01), p. 169-182
    Details
    In: Journal of Multilingual Communication Disorders, Informa UK Limited, Vol. 3, No. 3 ( 2005-01), p. 169-182
    Type of Medium: Online Resource
    ISSN: 1476-9670 , 1476-9689
    URL: Article
    DOI: 10.1080/14769670500170768
    Language: English
    Publisher: Informa UK Limited
    Publication Date: 2005
    detail.hit.zdb_id: 2113172-7
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  • 10
    Online Resource
    Online Resource
    Continuity in lexical and morphological development in Icelandic and English-speaking 2-year-olds
    SAGE Publications ; 2002
    In:  First Language Vol. 22, No. 1 ( 2002-02), p. 3-28
    Details
    In: First Language, SAGE Publications, Vol. 22, No. 1 ( 2002-02), p. 3-28
    Abstract: Accounts of language development vary in whether they view lexical and grammatical development as being mediated by a single or by separate mechanisms. In a single mechanism account, only one system is required for learning words and extracting grammatical regularity based on similarities among stored items. A strong non-linear relationship between early lexical and grammatical development has been demonstrated in English and, more recently, in Italian supporting a single mechanism view (Caselli, Casadio & Bates 1999, Marchman & Bates 1994). The present study showed a comparable non-linear relationship between vocabulary size and the emergence of verb inflection and sentence complexity in two-year-old speakers of English and Icelandic, a highly inflected language. The study included 96 children within a narrow age range, but varying extensively in language proficiency, demonstrating continuity in lexical and grammatical development among children with typical language development as well as very precocious children and children with expressive language delay. Cross-linguistic differences were noted as well, suggesting that the Icelandic-speaking children required a larger critical mass of vocabulary items before grammatical regularity was detected. This is probably a result of the more complex inflectional system of the Icelandic language compared with English.
    Type of Medium: Online Resource
    ISSN: 0142-7237 , 1740-2344
    URL: Article
    DOI: 10.1177/014272370202206401
    RVK:
    EQ 1000
    Language: English
    Publisher: SAGE Publications
    Publication Date: 2002
    detail.hit.zdb_id: 2124155-7
    SSG: 7,11
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