naming & sli
DESCRIPTION
Heilmann , J., Ellis Weismer , S., Evans, J. and C. Hollar . (2005). Utility of the MacArthur–Bates Communicative Development Inventory in Identifying Language Abilities of Late-Talking and Typically Developing Toddlers. American Journal of Speech-Language Pathology , 14, 40-51 IRIS 10/1. - PowerPoint PPT PresentationTRANSCRIPT
Heilmann, J., Ellis Weismer, S., Evans, J. and C. Hollar. (2005). Utility of the MacArthur–Bates Communicative Development Inventory in Identifying Language Abilities of Late-Talking and Typically Developing Toddlers. American Journal of Speech-Language Pathology, 14, 40-51 IRIS 10/1
Naming & SLI
37-924-01Sharon-Armon-Lotem
Bar-Ilan University
Dockrell et al.(1998) – 25% of children with language impairment have word finding difficulties (WFD)
*Lahey, M., and J. Edwards (1999). Naming Errors of Children With Specific Language Impairment. Journal of Speech and Hearing Research 42 195-205 Children with SLI are less accurate at naming pictures of common objects (nouns) than age-matched peers with no language impairment (NLI)
Items in online naming task
Possible sources
Lexico-Semantic deficits Phonological processing deficits Lexical retrieval problems Mapping of lexical competence onto other
language modules
Lexical-Semantic organization in SLI (Sheng & McGregor 2010)
Online word association task: “Say the first word that comes to your mind”.
McGregor, K. K., Newman, R. M., Reilly, R.M., and N. C. Capone. (2002). Semantic Representation and Naming in Children With Specific Language Impairment. Journal of Speech, Language, and Hearing Research. 45 998-1014 INBAL 10/1
Gray, S. (2004). Word Learning by Preschoolers With Specific Language Impairment Predictors and Poor Learners. Journal of Speech, Language, and Hearing Research 47 1117-1132 SARIT 10/1
Object & Action Naming
Sheng, L. & K. K. McGregor. 2010. Object and action naming in children with SLI
Is there a difference between nouns and verbs?
Nouns vs. verbs
Nouns are processed in the posterior areas of the left hemisphere
Verbs are processed in Broca’s area, in the frontal or prefrontal motor areas of the left hemisphere
<
>
Patterns of Naming Objects and Actions in Monolingual and Bilingual Cypriot-Greek Children with SLI and WFDsMaria Kambanaros, PhD CSP MSPA (EUC)[email protected]
Kleanthes. K. Grohmann, PhD (UCY)Eleni Theodorou, MSc (UCY)
Paper presented at COST Action IS0804
Participants8 children with SLI – ages 6-1113 children with WFD – ages 6-1130 children with TLD – ages 6-7
Task – Naming 42 objects42 actions
Finding – correct percentage
* *
What influences success?
Frequency – only TLD object naming Age of acquisition – both object and action
naming by all groups Word imageability & Picture complexity -
both object and action naming by SLI and WFD, only object naming by TLD
Possible sources
Lexico-Semantic deficits Phonological processing deficits Lexical retrieval problems Mapping of lexical competence onto other
language modules
Rate of input and lexical learning Fast speaking rates have an adverse
effect on comprehension and production. Temporal processing constraints for
rapidly presented verbal and nonverbal stimuli in children with SLI (Tallal et al.)
Auditory (temporal processing) deficit hypothesis
Merzenich, M. Jenkins, W., Johnston, P., S., Schreiner, C., Miller, S. L. & Tallal, P., (1996) Temporal Processing Deficits of Language-Learning Impaired Children Ameliorated by Training, Science, v. 271, p. 77-81. (=Fast ForWord)
Task: discriminate between speech stimuli -six syllable contrasts ([ba] versus [da], [da] versus [ta], [ε] versus [ae], [dab] versus [daeb], [sa] versus [sta] and [sa] versus [sha]).
Findings: LI group made most errors discriminating syllables which were
differentiated by consonants and fewest errors on those differentiated by vowels.
The LI group was significantly poorer than the normal in discriminating all syllables that incorporated brief temporal cues followed rapidly in succession by other acoustic cues.
They also were impaired in discriminating [sa] versus [sha]. They were unimpaired discriminating stimuli differentiated by vowels.
Ellis Weismer and Hesketh (1993)
Novel word learning. Linguistic input conditions:
variations in speaking rate, Emphatic versus neutral stress use of supplemental visual cues (i.e., gestures).
16 kindergarten children: 8 with SLI and 8 with TLD. Rate Condition yielded significant differences:
Production: slow > fast, normal > fast. Comprehension: slow > fast.
A trend for the group with SLI to exhibit more pronounced effects in response to rate variations.
Ellis Weismer and Hesketh (1996) Research questions (p. 179):
1. Do prosodic manipulations of the linguistic input involving variations in speaking rate affect lexical learning by children with SLI?
2. Do these linguistic input modifications result in different patterns of performance for children with SLI than for those with NL development?
32 7-years old children: 16 with SLI and 16 with TLD.
Novel word learning (CVC and CVCC) Three speeds – every child receives all
three with different items. Testing for production, comprehension and
recognition (where RT was measured).
*
Production
CVCC were more difficult than CVC
Possible sources
Lexico-Semantic deficits Phonological processing deficits Lexical retrieval problems Mapping of lexical competence onto other
language modules
Pizzioli, Fabrizio & Marie-Anne Schelstraete. 2011. Auditory lexical decision in children with specific language impairment. BUCLD
Sound detection and discrimination
Lexical decision task – word/nonword
Possible sources
Lexico-Semantic deficits Phonological processing deficits Lexical retrieval problems Mapping of lexical competence onto other
language modules