Control of Auditory Attention in Children With Specific Language Impairment

Victorino, Kristen R.; Schwartz, Richard G.

doi:10.1044/2015_jslhr-l-14-0181

Cited by 26 publications

(24 citation statements)

References 68 publications

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“…Instead, we observed a regular length effect in the error rates, and numerically (but not significantly) a reverse length effect in the RTs. This suggests that children with SLI are negatively affected even by congruent distractors, in line with the observations of Victorino and Schwartz (). Given that TD children have a better inhibiting ability than children with SLI, they are less influenced by distractor words (as revealed by their smaller distractor effect in the RTs and errors), and the difference in distractor impact between short‐ and long‐phrase trials will be less.…”

Section: Discussionsupporting

confidence: 90%

“…Several studies found that children with SLI perform more poorly than TD children on various tasks that measure inhibiting ability (e.g., Henry et al 2012;Im-Bolter et al 2006;Spaulding 2010; for a review, see Vissers et al 2015; for a meta-analysis, see Pauls and Archibald 2016). Moreover, Victorino and Schwartz (2015) demonstrated that performance of children with SLI on an auditory distraction task was impaired regardless of whether a distractor was related or unrelated to the target stimuli. This suggests that children with SLI may have a broader problem with distractor processing, related or not to the task.…”

Section: Inhibiting Abilitymentioning

confidence: 99%

“…; for a meta‐analysis, see Pauls and Archibald ). Moreover, Victorino and Schwartz () demonstrated that performance of children with SLI on an auditory distraction task was impaired regardless of whether a distractor was related or unrelated to the target stimuli. This suggests that children with SLI may have a broader problem with distractor processing, related or not to the task.…”

Section: Introductionmentioning

confidence: 99%

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Executive control in language production by children with and without language impairment

Sikora

Roelofs

Hermans

et al. 2019

Intl J Lang & Comm Disor

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Background Accumulating evidence suggests that the updating, inhibiting and shifting abilities underlying executive control are important for spoken language production in adults. However, little is known about this in children. Aims To examine whether children with and without language impairment differ in all or only some of these executive abilities, and whether they show corresponding differences when these abilities are engaged in language production. Methods & Procedures Thirty‐three children with specific language impairment (SLI) and 41 typically developing (TD) children (age matched, aged 8–12 years) completed standard executive control tests that measure the updating, inhibiting and shifting abilities. All children were native speakers of Dutch. Moreover, they performed a noun–phrase production task involving picture description within a picture–word interference paradigm. We measured their production accuracy and speed to assess length, distractor and switch effects, which reflect the updating, inhibiting and shifting abilities underlying executive control. Outcomes & Results Compared with TD children, the children with SLI had lower scores on all executive control tests. Moreover, they were overall slower and made more errors in the noun–phrase production task. Additionally, the magnitude of the distractor and switch effects was larger for the SLI than for the TD group. Conclusions & Implications The results suggest that children with SLI have impaired language production and executive control abilities, and that some of the differences in the executive control abilities between SLI and TD groups were reflected in their language production.

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Section: Discussionsupporting

confidence: 90%

Section: Inhibiting Abilitymentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Executive control in language production by children with and without language impairment

Sikora

Roelofs

Hermans

et al. 2019

Intl J Lang & Comm Disor

View full text Add to dashboard Cite

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“…Emerging evidence suggests that children with SLI exhibit deficits across a range of attention abilities (Henry, Messer, & Nash, 2012 Victorino & Schwartz, 2015), attention shifting (Lum, Conti-Ramsden, & Lindell, 2007), and memory updating (Im-Bolter et al, 2006). It is noteworthy that these attention components are also common to some models of WM (Engle & Kane, 2004;Miyake et al, 2000).…”

Section: Role Of Controlled Attention In Sentence Comprehensionmentioning

confidence: 99%

Syntactic Versus Memory Accounts of the Sentence Comprehension Deficits of Specific Language Impairment: Looking Back, Looking Ahead

Montgomery

Gillam

Evans

2016

J Speech Lang Hear Res

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Purpose: Compared with same-age typically developing peers, school-age children with specific language impairment (SLI) exhibit significant deficits in spoken sentence comprehension. They also demonstrate a range of memory limitations. Whether these 2 deficit areas are related is unclear. The present review article aims to (a) review 2 main theoretical accounts of SLI sentence comprehension and various studies supporting each and (b) offer a new, broader, more integrated memory-based framework to guide future SLI research, as we believe the available evidence favors a memory-based perspective of SLI comprehension limitations. Method:We reviewed the literature on the sentence comprehension abilities of English-speaking children with SLI from 2 theoretical perspectives. Results: The sentence comprehension limitations of children with SLI appear to be more fully captured by a memory-based perspective than by a syntax-specific deficit perspective. Conclusions: Although a memory-based view appears to be the better account of SLI sentence comprehension deficits, this view requires refinement and expansion. Current memorybased perspectives of adult sentence comprehension, with proper modification, offer SLI investigators new, more integrated memory frameworks within which to study and better understand the sentence comprehension abilities of children with SLI.C hildren with specific language impairment (SLI) demonstrate normal-range nonverbal intelligence, hearing sensitivity, and articulation and no neurological impairment or developmental disability, yet they show significant language problems for their age. These children exhibit marked spoken sentence comprehension deficits and show a range of cognitive impairments-chief among them, memory. Whether these children's comprehension difficulties are related to their memory limitations is not clear. In this review article, we (a) review the two historical accounts of SLI sentence comprehension deficits and various studies corresponding to each and (b) propose a new, broader, and integrated memory-based theoretical framework motivated by the adult sentence comprehension literature, as well as the SLI literature, that should prove useful for guiding future research into the sentence comprehension abilities of children with SLI. (See online Supplemental Materials S1 for a list of articles related to the syntax-based account and memory-based account of SLI sentence comprehension.)Compared with our understanding of SLI expressive abilities, understanding of these children's sentence comprehension abilities is relatively sparse. Deeper knowledge of these children's comprehension is greatly needed. First, sentence comprehension is a challenging feat because children must incrementally build and integrate structure and meaning in the moment from a rapidly disappearing signal. Research designed to identify the linguistic and memory mechanisms supporting comprehension is instrumental to advancing our understanding of the nature of SLI sentence comprehension limitations. Doing so ...

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“…Cognitive control for attention seems to be related to the processing of language. Children with atypical language development show deficits in cognitive control related to deficits in language processing . It is therefore important to take into account that the clinical signs for atypical language development interact with other developmental domains such as cognition, memory, and attention.…”

mentioning

confidence: 99%

Controversial issues in the early identification of atypical language development in young children

Luinge

2016

Develop Med Child Neuro

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Control of Auditory Attention in Children With Specific Language Impairment

Cited by 26 publications

References 68 publications

Executive control in language production by children with and without language impairment

Executive control in language production by children with and without language impairment

Syntactic Versus Memory Accounts of the Sentence Comprehension Deficits of Specific Language Impairment: Looking Back, Looking Ahead

Controversial issues in the early identification of atypical language development in young children

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