Mental Rotation Abilities in Language-Disordered Children

Johnston, Judith R.; Weismer, Susan Ellis

doi:10.1044/jshr.2603.397

Cited by 195 publications

(75 citation statements)

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“…These children are traditionally defined by "a significant deficit in language ability that cannot be attributed to hearing loss, low nonverbal intelligence, or neurological damage" (Leonard, 2014, p. 3). However, it has become evident that children with SLI demonstrate compromised performance in many cognitive domains (Johnston, 1994), such as memory (e.g., Archibald & Gathercole, 2006;Archibald & Joanisse, 2009;Dodwell & Bavin, 2008;Lum, Conti-Ramsden, Page, & Ullman, 2012;Weismer, Evans, & Hesketh, 1999), speed of processing (e.g., Johnston & Weismer, 1983;Leonard et al, 2007), and, most relevant to the current study, motor performance (Brumbach & Goffman, 2014;Hill, 2001;McPhillips, Finlay, Bejerot, & Hanley, 2014;Zelaznik & Goffman, 2010).…”

Section: Deficits In Coordinative Bimanual Timingmentioning

confidence: 99%

Deficits in Coordinative Bimanual Timing Precision in Children With Specific Language Impairment

Vuolo

Goffman

Zelaznik

2017

J Speech Lang Hear Res

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Purpose: Our objective was to delineate components of motor performance in specific language impairment (SLI); specifically, whether deficits in timing precision in one effector (unimanual tapping) and in two effectors (bimanual clapping) are observed in young children with SLI. Method: Twenty-seven 4-to 5-year-old children with SLI and 21 age-matched peers with typical language development participated. All children engaged in a unimanual tapping and a bimanual clapping timing task. Standard measures of language and motor performance were also obtained. Results: No group differences in timing variability were observed in the unimanual tapping task. However, compared with typically developing peers, children with SLI were more variable in their timing precision in the bimanual clapping task. Nine of the children with SLI performed greater than 1 SD below the mean on a standardized motor assessment. The children with low motor performance showed the same profile as observed across all children with SLI, with unaffected unimanual and impaired bimanual timing precision. Conclusions: Although unimanual timing is unaffected, children with SLI show a deficit in timing that requires bimanual coordination. We propose that the timing deficits observed in children with SLI are associated with the increased demands inherent in bimanual performance.

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Section: Deficits In Coordinative Bimanual Timingmentioning

confidence: 99%

Deficits in Coordinative Bimanual Timing Precision in Children With Specific Language Impairment

Vuolo

Goffman

Zelaznik

2017

J Speech Lang Hear Res

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“…There is increasing evidence to suggest difficulties of children with SLI may not be completely languagespecific (see Johnston, 1999 for a review). Children with SLI, despite demonstrating normal non-verbal abilities overall, show poor performance on certain cognitive tasks, for example mental rotation (Johnston & Ellis Weismer, 1983;Kamhi et al, 1984) hierarchical planning (Cromer, 1983;Kamhi et al, 1995) and hypothesis testing (Nelson et al, 1987;Ellis Weismer, 1991). Some believe children with SLI may have a general limitation in processing (e.g.…”

Section: Introductionmentioning

confidence: 99%

Short-term memory and vocabulary development in children with Down syndrome and children with specific language impairment

Hick

Botting

Conti‐Ramsden

2005

Dev Med Child Neurol

105

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This is the unspecified version of the paper.This version of the publication may differ from the final published version. to Gina Conti-Ramsden (R000-23-9454). This work forms part of the doctoral thesis of the first author. We would like to extend our thanks to the families and schools that participated in the project. Permanent repository link AbstractA longitudinal comparison was made between development of verbal and visuospatial short-term memory and vocabulary in children with Down syndrome and children with specific language impairment (SLI), including typically developing children as a control group. Participants were twelve children with Down syndrome (mean chronological age 9;9 years; 6 males, 6 females), nine children with SLI (mean chronological age 3;9 years; 4 males, 5 females) and twelve typically developing children (mean chronological age 4;4 years, 5 males, 7 females). Participants were matched on mental age (mean mental age 4;3 years). All completed verbal short-term memory, visuo-spatial short-term memory and expressive and receptive vocabulary tasks on three occasions over a year. Similarities were seen in the clinical groups with respect to verbal short-term memory. There was some evidence of difficulty in visuospatial short-term memory in the children with SLI relative to the other groups, but all three groups of children showed overlap in visuo-spatial short-term memory performance. At the final time-point vocabulary performance in the clinical groups was similar, and the typically developing children showed higher vocabulary abilities than both clinical groups.3

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“…Neuropsychological studies of non-verbal abilities in SLI have been relatively few, but deficits have been revealed in visual recognition (Kamhi et al 1988), visual recall (Wyke and Asso 1979), and visual imagery (Johnston andWeismer 1983, Whitmire andStone 1991). Studies have shown that if tests are administered in non-verbal format (Kamhi et al 1990) for higher level cognitions such as hypothesis testing, concept formation, and analogical reasoning, or if differences in Performance IQ are controlled (Nippold et al 1988), children with SLI are not impaired relative to controls.…”

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confidence: 99%

Specific language impairment with or without hyperactivity: neuropsychological evidence for frontostriatal dysfunction

Williams

Stott

Goodyer

et al. 2000

Develop Med Child Neuro

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A neuropsychological investigation of the association between specific language impairment (SLI) and hyperactivity was conducted on four groups of 6-year-old children. The groups, each consisting of five boys and five girls, were: children with SLI alone, hyperactivity alone, both SLI and hyperactivity, and neither disorder (controls). Cognitive functioning was examined using selected non-verbal tests from the Cambridge Neuropsychological Test Automated Battery. SLI was not associated with significantly reduced performance on any of the neuropsychological measures. However, hyperactivity was associated with deficits on a test of attentional set shifting previously demonstrated to be sensitive to frontostriatal dysfunction. Further, hyperactive children showed significantly reduced spatial spans on a test of spatial working memory thought to measure parietal lobe functioning. There were no substantial differences between the groups on tests of frontal lobe function except for reduced performance on a task of attention in the hyperactive group. There were no significant interactions between hyperactivity and SLI on any of the neuropsychological measures. The pattern of neuropsychological deficits shown by children with attentiondeficit-hperactivity disorder (ADHD) suggests relatively specific problems in inhibitory control of attentional selection. This cognitive deficit implicates brain areas including basal ganglia and ventro-lateral prefrontal cortical areas in ADHD, thus providing evidence for disruption of frontostriatal functional loops. SLI and hyperactivity can occur as comorbid syndromes or symptom complexes and this should be noted when interpreting results of tests measuring cognitive performance. The findings suggest that these two groups of disorders have different cognitive correlates.

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Mental Rotation Abilities in Language-Disordered Children

Cited by 195 publications

References 0 publications

Deficits in Coordinative Bimanual Timing Precision in Children With Specific Language Impairment

Deficits in Coordinative Bimanual Timing Precision in Children With Specific Language Impairment

Short-term memory and vocabulary development in children with Down syndrome and children with specific language impairment

Specific language impairment with or without hyperactivity: neuropsychological evidence for frontostriatal dysfunction

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