Definitional skill in school-age children with specific language impairment
Sally A Marinellie1, Cynthia J Johnson
1Department of Speech and Hearing Science, University of Illinois at Urbana-Champaign, USA. marinels@ohio.edu
Journal of Communication Disorders
|June 18, 2002
Summary
Children with specific language impairment (SLI) struggle with defining common nouns, showing deficits in both content and form. This suggests potential issues with lexical access and metalinguistic knowledge in these children.
Area of Science:
- Linguistics
- Developmental Psychology
- Speech-Language Pathology
Background:
- Definitional skill is crucial for language development and academic success.
- Typically developing children refine their definitions as they mature.
- Specific language impairment (SLI) can affect various language domains, including word knowledge.
Purpose of the Study:
- To investigate the definitional abilities of children with SLI.
- To compare the definitional skills of children with SLI to their typically developing peers.
- To explore potential underlying causes for differences in definitional skills.
Main Methods:
- Fifteen children with SLI and 15 typically developing children defined 10 common, high-frequency nouns.
- Definitions were assessed based on both content (accuracy, completeness) and form (grammaticality, structure).
- Statistical analysis compared the performance of the two groups.
Main Results:
- Children with SLI demonstrated significantly lower scores in both the content and form of their definitions compared to controls.
- The performance gap suggests difficulties beyond simple vocabulary recall.
- Lexical access and metalinguistic knowledge deficits are implicated.
Conclusions:
- Children with SLI face significant challenges in defining common nouns.
- Difficulties may stem from impaired lexical access and/or insufficient metalinguistic awareness.
- Findings have implications for targeted assessment and intervention strategies for SLI.
Related Concept Videos
01:24Components of Language
Language, whether spoken, signed, or written, consists of specific components: lexicon and grammar. The lexicon is the vocabulary of a language, comprising its words. Grammar is the set of rules used to convey meaning through the lexicon. For example, English grammar adds “-ed” to most verbs to indicate past tense. Words are formed by combining phonemes, which are the basic sound units of a language. Different languages have different sets of phonemes (e.g., “ah” vs. “eh”). Phonemes combine to...
01:22Language Development
Children master language quickly and with relative ease, supported by both biological predisposition and reinforcement. B. F. Skinner (1957) proposed that language is learned through reinforcement, while Noam Chomsky (1965) argued that language acquisition mechanisms are biologically determined.
The critical period for language acquisition suggests that the ability to acquire language is at its peak early in life. As people age, this proficiency decreases. Language development begins very...
The critical period for language acquisition suggests that the ability to acquire language is at its peak early in life. As people age, this proficiency decreases. Language development begins very...
01:27Language and Cognition
Language serves as a bridge between ideas and communication, influencing how individuals perceive and interact with the world. Psychologists have long debated whether language shapes thought or vice versa. This discussion gained grip with Edward Sapir and Benjamin Lee Whorf in the 1940s, who proposed that language determines thought, a concept known as linguistic determinism. They suggested that the vocabulary and structure of a language influence how its speakers think and perceive reality.
01:29Intellectual Disability
Intellectual disability (ID) is a neurodevelopmental condition characterized by deficits in intellectual and adaptive functioning that manifest during the developmental period. This condition encompasses challenges in reasoning, memory, problem-solving, and learning, accompanied by impairments in everyday life skills, such as communication, self-care, and social interactions. Intellectual disability affects approximately 1% of the population in the United States, impacting an estimated 5...
01:25Learning Disabilities
Learning disabilities are cognitive disorders caused by neurological impairments that affect cognitive functions like language and reading, without indicating overall intellectual or developmental challenges. These disabilities differ from global intellectual or developmental disabilities as they are limited to distinct cognitive functions. Common learning disabilities include dysgraphia, dyslexia, and dyscalculia, each of which impacts unique aspects of learning.
Dyslexia
Dyslexia is a...
Dyslexia
Dyslexia is a...
01:20Social Foundations of Self II: The Generalized Other
According to George Herbert Mead, as children progress beyond the game stage, they develop a more comprehensive understanding of societal rules and norms. This cognitive and social development enables them to internalize the expectations of the broader community, refining their ability to regulate behavior.Consistent participation in organized activities is crucial in helping children recognize that their actions are not isolated but contribute to a more significant, interconnected group effort.