Sentence repetition: what does the task measure?

Polišenská, Kamila; Chiat, Shula; Roy, Penny

doi:10.1111/1460-6984.12126

Cited by 150 publications

(114 citation statements)

References 30 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…As for the grammatical tests, besides the mass-count and the subject-verb agreement scores, we also included the scores of the "Sentence Recalling" subtest of the CELF-IV (Semel et al 2008), since these scores have been argued to be an indication of grammatical skills (see Polišenská, Chiat & Roy 2015).…”

Section: Individual Results Pragmatics As Compared To Grammar and Cogmentioning

confidence: 99%

Linguistic and Cognitive Abilities in Children with Specific Language Impairment as Compared to Children with High-Functioning Autism

Schaeffer

2016

Language Acquisition

View full text Add to dashboard Cite

Link to publication Citation for published version (APA):Schaeffer, J. (2018). Linguistic and other cognitive abilities in children with Specific Language Impairment as compared to children with High-Functioning Autism. Language Acquisition, 25(1), 5-23. DOI: 10.1080DOI: 10. /10489223.2016 General rights It is not permitted to download or to forward/distribute the text or part of it without the consent of the author(s) and/or copyright holder(s), other than for strictly personal, individual use, unless the work is under an open content license (like Creative Commons). Disclaimer/Complaints regulationsIf you believe that digital publication of certain material infringes any of your rights or (privacy) interests, please let the Library know, stating your reasons. In case of a legitimate complaint, the Library will make the material inaccessible and/or remove it from the website. Please Ask the Library: http://uba.uva.nl/en/contact, or a letter to: Library of the University of Amsterdam, Secretariat, Singel 425, 1012 WP Amsterdam, The Netherlands. You will be contacted as soon as possible. University of Amsterdam ABSTRACTThis study investigates the question as to whether and how the linguistic and other cognitive abilities of children with Specific Language Impairment (SLI) differ from those of children with High-Functioning Autism (HFA). To this end, 27 Dutch-speaking elementary-school-age children with SLI, 27 age-matched children with HFA, and a control group of 27 age-matched Typically Developing (TD) children were experimentally tested on various components of grammar, pragmatics, and nonverbal cognition. Prima facie, the results suggest a resemblance between SLI and HFA in their lower-than-TD performance on pragmatics. However, the children with SLI perform significantly weaker than the TD children on grammar and several cognition tests, while the children with HFA do not. It is concluded that, despite their initial resemblance in terms of pragmatics, children with SLI have profoundly different profiles from children with HFA in terms of grammar and nonverbal cognition and can thus not be considered as instantiations of the same continuum, as proposed by Bishop (2010).

show abstract

Section: Individual Results Pragmatics As Compared To Grammar and Cogmentioning

confidence: 99%

Linguistic and Cognitive Abilities in Children with Specific Language Impairment as Compared to Children with High-Functioning Autism

Schaeffer

2016

Language Acquisition

View full text Add to dashboard Cite

show abstract

“…Such tests usually assess working memory (WM), see Archibald and Gathercole (2006) but can be constructed so that they measure the command of phonological or syntactic representations/derivations (see Gallon et al, 2007 for non-word repetition; Polišenská et al, 2014 for sentence repetition). In SRTs, this can be achieved by taxing memory with number of words and vocabulary so that a successful parse of the sentence is a necessary condition for successful repetition.…”

Section: The Language Impairment Testing In Multilingual Settings (Limentioning

confidence: 99%

Methods for Identifying Specific Language Impairment in Bilingual Populations in Germany

Hamann

Ibrahim

2017

Front. Commun.

View full text Add to dashboard Cite

This study investigates the performance of 22 monolingual and 54 bilingual children with and without specific language impairment (SLI), in a non-word repetition task (NWRT) and a sentence repetition task (SRT). Both tasks were constructed according to the principles for LITMUS tools (Language Impairment Testing in Multilingual Settings) developed within COST Action IS0804 and incorporated phonological or syntactic structures that are lin guistically complex and have been shown to be difficult for children with SLI across languages. For phonology these are in particular (non)words containing consonant clusters. In morphosyntax, complexity has been attributed to factors such as embedding and/or syntactic movement. Tasks focusing on such structures are expected to identify SLI in bilinguals across language combinations. This is notoriously difficult because structures that are problematic for typically developing bilinguals (BiTDs) and monolingual children with SLI (MoSLI) often overlap. We show that the NWRT and the SRT are reliable tools for identification of SLI in bilingual contexts. However, interpretation of the performance of bilingual children depends on background information as provided by parental questionnaires. To evaluate the accuracy of our tasks, we recruited children in ordinary kindergartens or schools and in speech language therapy centers and verified their status with a battery of standardized language tests, assessing bilingual children in both their languages. We consider a bilingual child language impaired if she shows impairments in two language domains in both her languages. For assessment, we used tests normed for monolinguals (with one exception) and adjusted the norms for bilingualism and for language dominance. This procedure established the following groups: 10 typical monolinguals (MoTD), 12 MoSLI, 46 BiTD, and 8 bilingual children with SLI (BiSLI). Our results show that both tasks target relevant structures: monolingual children are classified with 100% accuracy. Crucially, both our tasks distinguish BiTDs from MoSLIs and BiTDs from BiSLIs. The NWRT shows high accuracy and only minimal influence of language dominance. The SRT can be scored as "identical repetition" or as "target structure," the latter aiming for scoring the mastery of a syntactic structure, ignoring lexical and specific case or gender errors. Focusing on the latter measure, we examine individual cases of BiTDs with unexpected, low scores. We identify first-language dominance as a factor influencing performance but crucially find that testing in the home language in a heritage context might lead to unreliable classifications and that our procedure for determining the clinical group of bilinguals missed cases of selective impairments such as syntactic SLI.

show abstract

“…The SRep tasks target linguistic knowledge and draw on grammaticality, plausibility, prosody and lexicality (Polišenská, Chiat, & Roy, 2015). SRep has been proven to be a good clinical marker for the identification of children with language impairment in monolingual populations (Archibald & Joanisse, 2009;Conti-Ramsden, Botting, & Faragher, 2001;Laws & Bishop, 2003;Redmond, Thompson, & Goldstein, 2011).…”

Section: Sentence Repetition Taskmentioning

confidence: 99%

Language performance of sequential bilinguals on an Irish and English sentence repetition task

Antonijević

Durham

Chonghaile

2017

LAB

View full text Add to dashboard Cite

Currently there are no standardized language assessments for English-Irish bilingual school age children that would test languages in a comparable way. There are also no standardized language assessments of Irish for this age group. The current study aimed to design comparable language assessments in both languages targeting structures known to be challenging for children with language impairments. A sentence repetition (SRep) task equivalent to the English SRep task (Marinis, Chiat, Armon-Lotem, Piper, & Roy, 2011) was designed for Irish. Twenty-four typically developing, sequential bilingual children immersed in Irish in the educational setting performed better on the English SRep task than on the Irish SRep task. Different patterns were observed in language performance across sentence types with performance on relative clauses being particularly poor in Irish. Similarly, differences were observed in error patterns with the highest number of errors of omission in Irish, and the highest number of substitution errors in English.

show abstract

Sentence repetition: what does the task measure?

Cited by 150 publications

References 30 publications

Linguistic and Cognitive Abilities in Children with Specific Language Impairment as Compared to Children with High-Functioning Autism

Linguistic and Cognitive Abilities in Children with Specific Language Impairment as Compared to Children with High-Functioning Autism

Methods for Identifying Specific Language Impairment in Bilingual Populations in Germany

Language performance of sequential bilinguals on an Irish and English sentence repetition task

Contact Info

Product

Resources

About