2005
DOI: 10.1111/j.1365-2788.2005.00654.x
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Expressive and receptive vocabulary in children with Williams and Down syndromes

Abstract: This study supports the differential outcome of two chromosomal disorders with similar ID. It also argues in favour of the large within group variability of the two syndromes that is not related to mental age but rather to different underlying mechanisms supporting language. These findings are discussed in the light of the current evidence concerning linguistic knowledge of neurodevelopmental and genetic disorders.

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Cited by 62 publications
(60 citation statements)
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“…However, some evidence suggests that comprehension declines with age in non-demented individuals with DS (Chapman, Hesketh, & Kistler, 2002). In our study, receptive and expressive vocabulary was investigated in DS and TD individuals matched for mental age (Ypsilanti, Grouios, Alevriadou & Tsapkini, 2005). Four subtests of the Test of Word Knowledge (TOWK) (Wiig & Secord, 1992) were used to assess naming pictures (expressive vocabulary), matching a spoken word to a picture among four semantically related detractors (receptive vocabulary), relational word knowledge and ability to provide definitions to orally presented words.…”
Section: Language Of Individuals With Dsmentioning
confidence: 99%
“…However, some evidence suggests that comprehension declines with age in non-demented individuals with DS (Chapman, Hesketh, & Kistler, 2002). In our study, receptive and expressive vocabulary was investigated in DS and TD individuals matched for mental age (Ypsilanti, Grouios, Alevriadou & Tsapkini, 2005). Four subtests of the Test of Word Knowledge (TOWK) (Wiig & Secord, 1992) were used to assess naming pictures (expressive vocabulary), matching a spoken word to a picture among four semantically related detractors (receptive vocabulary), relational word knowledge and ability to provide definitions to orally presented words.…”
Section: Language Of Individuals With Dsmentioning
confidence: 99%
“…Partindo-se do pressuposto de que a linguagem é estruturada pelo desenvolvimento cognitivo e depende dele (Piaget, , edição original de 1946, observa-se, segundo alguns autores, que a sua compreensão é melhor do que a sua expressão (Cunningham et al, 1985;Martins et al, 1985;Kumin, 1999;Dodd e Thompson, 2001;Ypsilanti et al, 2005).…”
Section: A Imitação E a Construção Do Símbolo E Da Linguagem Segundo unclassified
“…Para Rondal (1996) e Ypsilanti et al (2005), o uso consistente das palavras nesta população não ocorre antes dos três anos de idade cronológica, sendo que as frases compostas por mais de uma palavra ocorrerão entre os quatro e cinco anos. Dados semelhantes foram observados por , sendo que os resultados obtidos com as crianças com SD na faixa etária de três anos de idade são compatíveis aos das crianças com DT com idade entre um ano e quatro meses e um ano e oito meses.…”
Section: A Imitação E a Construção Do Símbolo E Da Linguagem Segundo unclassified
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