Purpose This purpose of this study was to investigate the lexical and semantic fast mapping ability young children with specific language impairment (SLI) normal (NL), a emphasis on influence phonological factors. Method The included 46 (mean age 58 months), half SLI NL. Children were asked map visual information only, visual-plus-nonlinguistic-auditory information, visual-plus-linguistic-auditory information. A mixed design used compare across within groups. Results performed worse than NL...

This study examined the receptive language skills of young children (4–6 years old) with specific impairment (SLI). Specifically, authors looked at their ability to fast-map semantic features objects and actions compared it performance age-matched peers normally developing (NL). Children completed a computer task during which they were exposed novel names. The then asked questions about these actions. Overall, more difficult for than objects. SLI able recognize fewer NL. They also performed...

Purpose Compared to children with typical development, dyslexia, developmental language disorder (DLD), or both often demonstrate working memory deficits. It is unclear how pervasive the deficits are whether align diagnostic category. The purpose of this study was determine different profiles would emerge on a comprehensive battery central executive, phonological, visuospatial, and binding tasks these were associated group membership. Method Three hundred two 2nd graders DLD, dyslexia/DLD...

In children with dyslexia, deficits in working memory have not been well‐specified. We assessed second‐grade and without concomitant specific language impairment, typical development. Immediate serial recall of lists phonological (non‐word), lexical (digit), spatial (location) visual (shape) items were included. For the latter three modalities, we used only standard span but also running tasks, which list length was unpredictable to limit mnemonic strategies. Non‐word repetition tests...

Purpose The purpose of this study was to examine differences in performance between monolingual and Spanish–English bilingual second graders (aged 7–9 years old) on executive function tasks assessing inhibition, shifting, updating contribute more evidence the ongoing debate about a potential advantage. Method One hundred sixty-seven English-speaking children 80 were administered 7 touchscreen computer context pirate game. Bayesian statistics used determine if there groups. Additional...

Purpose The purpose of this study is to investigate word learning in children with dyslexia ascertain their strengths and weaknesses during the configuration stage learning. Method Children typical development ( N = 116) 68) participated computer-based games that assessed 4 sets manipulated phonological or visuospatial demands. All were monolingual English-speaking 2nd graders without oral language impairment. measured children's ability link novel names objects, make decisions about...

The present study examined the relationship between mathematics and language to better understand nature of deficit academic implications associated with specific impairment (SLI) for English learners (ELLs).School-age children (N = 61; 20 SLI, ELL, 21 native monolingual [NE]) were assessed using a norm-referenced instrument 3 experimental computer-based games that varied in demands. Group means compared analyses variance.The ELL group was less accurate than NE only when tasks heavy. In...

Significance This paper demonstrates that typical children have enhanced learning of new words across sleep periods (naps) which is linked to the amount time in rapid eye movement (REM) and shows sleep-dependent losses an atypically developing group with REM deficits (e.g., Down syndrome). The work yields both medical theoretical impacts by ( i ) highlighting a modifiable mechanism intellectual disability syndrome has not been described before ii emphasizing important role children’s learning.

The purpose of this study was to use an established model working memory in children predict word learning determine whether explained variance over and above the contributions expressive vocabulary nonverbal IQ.One hundred sixty-seven English-speaking second graders (7- 8-year-olds) with typical development from two states participated. They completed a comprehensive battery assessments six tasks that assessed creation, storage, retrieval, production phonological semantic representations...

Objective. To assess the memory of various subdimensions birth experience in second year postpartum, and to identify women first weeks postpartum at risk developing a long-term negative memory.Design, method, outcome measures. New mothers' (BE) was assessed 48–96 hours (T1) by means SIL-Ger BBCI (perception intranatal relationships); early postnatal adjustment (week 3 pp: T1bis) also assessed. Then, four subgroups were defined cluster-analysis, integrating T1/T1bis variables. evaluate BE,...

Purpose The aims of this study were (a) to assess the efficacy Vocabulary Acquisition and Usage for Late Talkers (VAULT) treatment (b) compare outcomes expressive vocabulary acquisition in late talkers 2 conditions: 3 target words/90 doses per word session versus 6 words/45 session. Method We ran protocol 16 sessions with 24 primarily monolingual English-speaking talkers. calculated a d score each child, compared control effect sizes, assessed number words week children acquired outside...

The purpose of this study was to determine if the Vocabulary Acquisition and Usage for Late Talkers (VAULT) intervention could be efficaciously applied a new treatment target: words child neither understood nor said. We also assessed whether type context variability used encourage semantic learning (i.e., action or object) would affect outcomes. Nineteen primarily English-speaking late-talking toddlers received 8 weeks VAULT intervention. They were quasirandomly assigned condition that...

Orthographic facilitation describes the phenomenon in which a spoken word is produced more accurately when its corresponding written present during learning. We examined orthographic effect children with dyslexia because they have poor learning and recall of words. hypothesized that including orthography would facilitate recall.

The primary purpose of this study was to compare the working memory performance monolingual English-speaking second- grade children with dyslexia (N = 82) second-grade typical development 167). Prior making group comparisons, it is important demonstrate invariance between models in both groups or between-group comparisons would not be valid. Thus, we completed testing using a model that had been validated for (Gray et al., 2017) see if valid dyslexia. We tested three types invariance:...

The purpose of this study was to determine whether children exposed 2 languages would benefit from the phonotactic probability cues a single language in same way as monolingual peers and crosslinguistic influence be present fast-mapping task.Two groups typically developing (monolingual English bilingual Spanish-English) took part computer-based task that manipulated probability. Children were preschool-aged (N = 50) or school-aged 34). Fast mapping assessed through name-identification naming...

The Comprehensive Assessment Battery for Children - Working Memory (CABC-WM) is a computer-based battery designed to assess different components of working memory in young school-age children. deficits have been identified children with language-based learning disabilities, including dyslexia1,2 and language impairment3,4, but it not clear whether these exhibit subcomponents memory, such as visuospatial or phonological memory. CABC-WM administered on desktop computer touchscreen interface...