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Learning Disabilities01:25

Learning 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...
Language and Cognition01:27

Language 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.

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Related Experiment Video

Updated: May 25, 2026

Lexical Decision Task for Studying Written Word Recognition in Adults with and without Dementia or Mild Cognitive Impairment
06:48

Lexical Decision Task for Studying Written Word Recognition in Adults with and without Dementia or Mild Cognitive Impairment

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Word-finding intervention for children with specific language impairment: a multiple single-case study.

Anne Bragard1, Marie-Anne Schelstraete, Perrine Snyers

  • 1Psychological Sciences Research Institute, University of Louvain, Belgium. anne.bragard@uclouvain.be

Language, Speech, and Hearing Services in Schools
|February 10, 2012
PubMed
Summary
This summary is machine-generated.

This study found that a combined phonological and semantic intervention significantly reduced word-finding difficulties (WFDs) in children with specific language impairment. These improvements were long-lasting and tailored to individual linguistic profiles.

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Published on: April 12, 2018

Area of Science:

  • Speech and Language Therapy
  • Child Language Disorders
  • Neurodevelopmental Disorders

Background:

  • Specific language impairment (SLI) often presents with word-finding difficulties (WFDs).
  • Effective interventions for WFDs in children with SLI are crucial for improving communication.
  • Understanding the differential impact of phonological and semantic interventions is key.

Purpose of the Study:

  • To evaluate a combined phonological and semantic intervention for children with SLI and WFDs.
  • To assess the effectiveness and long-term impact of the intervention on lexical access.
  • To explore the relationship between intervention response and individual linguistic profiles.

Main Methods:

  • A multiple single-case design was used with 4 children (ages 9;6 to 13;9) diagnosed with WFDs.
  • Intervention involved distinct phonological and semantic training components for specific word sets.
  • Picture-naming tests were administered at pre- and post-intervention to measure lexical access outcomes.

Main Results:

  • Three out of four children showed significant reductions in WFDs for trained words after 6 intervention sessions.
  • Sustained improvements were observed at posttest and 6 months later, specifically for intervention-treated words.
  • Individual responses varied, suggesting a link between linguistic profiles and intervention effectiveness.

Conclusions:

  • The combined phonological and semantic intervention demonstrated efficacy in achieving lasting reductions in children's WFDs.
  • Tailoring interventions based on a child's unique linguistic profile is essential for optimizing outcomes.
  • Further research is warranted to explore personalized approaches in speech and language therapy for WFDs.