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Dimensional thinking in language impaired children.

J R Johnston1, L B Smith

  • 1Indiana University, Bloomington.

Journal of Speech and Hearing Research
|March 1, 1989
PubMed
Summary
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Language impaired (LI) preschoolers showed deficits in nonverbal size judgments compared to language normal peers. This suggests processing demands of size impact dimensional knowledge development in children with language impairments.

Area of Science:

  • Developmental Psychology
  • Linguistics
  • Cognitive Science

Background:

  • Preschoolers' dimensional knowledge is crucial for cognitive development.
  • Language impairment (LI) is associated with broader cognitive processing challenges.
  • Understanding how LI affects the acquisition of specific knowledge dimensions is important.

Purpose of the Study:

  • To investigate dimensional knowledge in preschoolers with and without language impairments.
  • To compare performance on verbal and nonverbal tasks involving color and size judgments.
  • To explore the impact of cognitive processing demands on dimensional knowledge in LI children.

Main Methods:

  • Recruited 10 language impaired (LI) and 10 language normal (LN) preschoolers (aged 3:6 to 5:9).

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  • Administered verbal and nonverbal tasks requiring judgments of color and size.
  • Analyzed group differences in performance on each task type.

    • Main Results:

    • No significant group differences were found on the verbal tasks.
    • LI children performed significantly worse than LN children on nonverbal tasks.
    • Difficulties with size judgments, an ordinal dimension, accounted for much of the nonverbal task deficit.

    Conclusions:

    • The cognitive processing demands of ordinal dimensions like size may pose challenges for LI children.
    • These challenges can lead to errors in judgment and potentially delay the development of dimensional knowledge.
    • Language impairment may impact the acquisition of complex dimensional knowledge beyond verbal skills.