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Related Experiment Video

Updated: May 6, 2026

Portable Intermodal Preferential Looking IPL: Investigating Language Comprehension in Typically Developing Toddlers and Young Children with Autism

Portable Intermodal Preferential Looking IPL: Investigating Language Comprehension in Typically Developing Toddlers and Young Children with Autism

Published on: December 14, 2012

Using learning potential to evaluate children with specific language impairment.

Ma Auxiliadora Robles-Bello¹, Ma Dolores Calero García

¹Universidad de Jaén (Spain).

The Spanish Journal of Psychology

|November 16, 2013

Summary

This study shows that learning potential assessment can improve cognitive skills in preschool children with specific language impairment. Mediation techniques were effective in enhancing cognitive abilities for both typically developing children and those with language impairments.

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Last Updated: May 6, 2026

Portable Intermodal Preferential Looking IPL: Investigating Language Comprehension in Typically Developing Toddlers and Young Children with Autism

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Practical Methodology of Cognitive Tasks Within a Navigational Assessment

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Published on: June 1, 2015

Area of Science:

Child Psychology
Developmental Psychology
Speech-Language Pathology

Background:

Specific language impairment (SLI) affects preschool children's development.
Learning potential assessment aims to identify and enhance cognitive abilities.
Mediation is a key intervention strategy in developmental support.

Purpose of the Study:

To assess the impact of learning potential methodology on the cognitive profile of children with SLI.
To evaluate the effectiveness of mediation in improving cognitive skills in children with and without SLI.
To compare cognitive profiles between typically developing children and those with SLI.

Main Methods:

Administered a learning potential assessment to 64 preschool children (32 typical, 32 SLI).
Applied mediation techniques as part of the learning potential methodology.
Compared pretest and posttest scores to measure changes in cognitive profiles.

Main Results:

Significant cognitive differences were observed between groups at pretest.
Both groups showed improvements from pretest to posttest after mediation.
Children with SLI showed significant gains in most cognitive areas, except classification and auditory memory.
Typically developing children improved across most subscales, excluding visual memory.

Conclusions:

Learning potential methodology and mediation show promise in enhancing cognitive skills for children with SLI.
Intervention strategies can positively impact cognitive development in preschool-aged children.
Further research can explore specific mediation techniques for targeted cognitive improvements.