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Prosodic abilities in children with specific language impairment

S Van Der Meulen1, P Janssen, E Den Os

  • 1Department of Phoniatrics, Academic Hospital Utrecht, The Netherlands.

Journal of Communication Disorders
|May 1, 1997
PubMed
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Specifically language-impaired children showed deficits in imitating prosodic elements but could identify emotions in speech. Performance improved with age for all children, highlighting the link between language development and prosody.

Area of Science:

  • Child language acquisition
  • Developmental psychology
  • Speech-language pathology

Background:

  • Prosody, encompassing rhythm, stress, and intonation, is crucial for effective communication.
  • Understanding prosodic development in children with specific language impairment (SLI) is vital for targeted interventions.
  • Research comparing receptive and expressive prosodic skills in SLI and typically developing children is limited.

Purpose of the Study:

  • To compare receptive and expressive prosodic abilities in specifically language-impaired (SLI) children and their typically developing peers.
  • To investigate the impact of age on prosodic performance in both groups.
  • To explore the relationship between language learning and the development of prosodic cue interpretation.

Main Methods:

Related Experiment Videos

  • Administered two custom-designed instruments: a prosody imitation task and an emotion identification task.
  • Recruited matched groups of 4, 5, and 6-year-old children with SLI and normal language development (N=30 per group).
  • Assessed imitation of sentences with varied linguistic and affective intonation, and identification of emotionally intoned sentences.

    • Main Results:

    • Language-impaired children performed significantly less accurately on the prosody imitation task compared to controls.
    • No significant difference was found between groups on the emotion identification task, suggesting intact receptive prosody.
    • Age emerged as a significant factor, with older children demonstrating better performance on both tasks.

    Conclusions:

    • Children with SLI exhibit specific difficulties with expressive prosody (imitation) but not necessarily receptive prosody (emotion identification).
    • Age-related improvements in prosodic abilities are evident in both typically developing and language-impaired children.
    • Findings underscore the intricate developmental interplay between language acquisition and the mastery of prosodic cues.