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Semantic and inferencing abilities in children with communication disorders.

Nicola Botting1, Catherine Adams

  • 1Human Communication and Deafness, School of Education, University of Manchester, Manchester, M13 9PL, UK. nicola.botting@man.ac.uk

International Journal of Language & Communication Disorders
|April 19, 2005
PubMed
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Children with communication difficulties struggle with semantic and inferencing skills. New tasks revealed specific language impairment and pragmatic difficulties impact these abilities, with pragmatic difficulties showing greater deficits compared to typically developing peers.

Area of Science:

  • Developmental Psychology
  • Linguistics
  • Speech-Language Pathology

Background:

  • Semantic and inferencing abilities are crucial for effective communication.
  • These higher-order language skills are not fully understood in children with communication difficulties.
  • Investigating these skills can inform targeted interventions.

Purpose of the Study:

  • To assess semantic and inferencing skills in children with specific language impairment and primary pragmatic difficulties.
  • To compare the performance of these clinical groups with typically developing peers.
  • To utilize newly designed tasks to evaluate these cognitive-linguistic abilities.

Main Methods:

  • Compared 25 children (11 years) with specific language impairment and 22 children (11 years) with primary pragmatic difficulties.

Related Experiment Videos

  • Included three control groups of typically developing children (11, 9, and 7 years).
  • Administered novel tasks designed to measure semantic and inferencing abilities.

    • Main Results:

    • Children with specific language impairment performed significantly worse on semantic tasks than 9- and 11-year-old peers.
    • Children with pragmatic difficulties scored significantly lower than all typically developing groups on semantic tasks.
    • Both clinical groups performed below 11-year-old peers on inferencing tasks, but not below younger peers, suggesting inferencing aligns with language ability.

    Conclusions:

    • Newly developed tasks revealed significant challenges in semantic and inferencing abilities for children with communication impairments.
    • Semantic abilities were more affected in children with pragmatic difficulties compared to those with specific language impairment.
    • Performance differences suggest that the nature of communication difficulty influences the specific cognitive-linguistic skills impacted.