Theory of Mind in Children With Specific Language Impairment: A Systematic Review and Meta-Analysis

2015 ◽  
Vol 87 (1) ◽  
pp. 143-153 ◽  
Author(s):  
Kristine Kahr Nilsson ◽  
Kristine Jensen de López
Keyword(s):  
Systematic Review ◽  
Theory Of Mind ◽  
Language Impairment ◽  
Specific Language Impairment ◽  
Meta Analysis ◽  
Specific Language

scholarly journals Statistical Learning in Specific Language Impairment: A Meta-Analysis

2017 ◽  
Vol 60 (12) ◽  
pp. 3474-3486 ◽  
Author(s):  
Imme Lammertink ◽  
Paul Boersma ◽  
Frank Wijnen ◽  
Judith Rispens
Keyword(s):  
Statistical Learning ◽  
Language Impairment ◽  
Specific Language Impairment ◽  
Meta Analysis ◽  
Specific Language

scholarly journals Article choice, theory of mind, and memory in children with high-functioning autism and children with specific language impairment

2017 ◽  
Vol 39 (1) ◽  
pp. 89-115 ◽  
Author(s):  
JEANNETTE SCHAEFFER ◽  
MEREL VAN WITTELOOSTUIJN ◽  
AVA CREEMERS
Keyword(s):  
Working Memory ◽  
Theory Of Mind ◽  
Language Impairment ◽  
Specific Language Impairment ◽  
High Functioning Autism ◽  
Definite Article ◽  
Phonological Memory ◽  
Specific Language ◽  
High Functioning ◽  
Indefinite Article

ABSTRACTPrevious studies show that young, typically developing (TD) children (<age 5) and children with specific language impairment (SLI; >age 5) make errors in the choice between a definite and an indefinite article. Suggested explanations for overgeneration of the definite article include failure to distinguish speaker from hearer assumptions, and for overgeneration of the indefinite article failure to draw scalar implicatures, and weak working memory. However, no direct empirical evidence for these accounts is available. In this study, 27 Dutch-speaking children with high-functioning autism, 27 children with SLI, and 27 TD children aged 5–14 were administered a pragmatic article choice test, a nonverbal theory of mind test, and three types of memory tests (phonological memory, verbal, and nonverbal working memory). The results show that the children with high-functioning autism and SLI (a) make similar errors, that is, they overgenerate the indefinite article; (b) are TD-like at theory of mind, but (c) perform significantly more poorly than the TD children on phonological memory and verbal working memory. We propose that weak memory skills prevent the integration of the definiteness scale with the preceding discourse, resulting in the failure to consistently draw the relevant scalar implicature. This in turn yields the occasional erroneous choice of the indefinite articleain definite contexts.

Do Children Classified With Specific Language Impairment Have a Learning Disability in Writing? A Meta-Analysis

2020 ◽  
Vol 53 (4) ◽  
pp. 292-310
Author(s):  
Steve Graham ◽  
Michael Hebert ◽  
Evan Fishman ◽  
Amber B. Ray ◽  
Amy Gillespie Rouse
Keyword(s):  
Language Impairment ◽  
Specific Language Impairment ◽  
Language Disorder ◽  
Meta Analysis ◽  
Response Format ◽  
Typically Developing ◽  
Writing Quality ◽  
Specific Language ◽  
Moderator Analysis ◽  
Writing Scores

In this meta-analysis, we examined whether children classified with specific language impairment (SLI) experience difficulties with writing. We included studies comparing children with SLI to (a) typically developing peers matched on age ( k = 39 studies) and (b) typically developing younger peers with similar language capabilities ( k = six studies). Children classified with SLI scored lower on writing measures than their typically developing peers matched on age ( g = −0.97) when all writing scores in a study were included in the analysis. This same pattern occurred for specific measures of writing: quality ( g = −0.92), output ( g = −1.00), grammar ( g = −0.68), vocabulary ( g = −0.68), and spelling ( g = −1.17). A moderator analysis revealed that differences in the writing scores of children classified with SLI and typically developing peers matched on age were not as large, but were still statistically significant, when assessment involved a contrived response format (vs. measured based on students’ writing), researcher-created measures (vs. norm-referenced tests), or SLI included just children with a speech disorder (vs. children with a language disorder). Children classified with SLI further scored lower on writing than typically developing peers with similar language capabilities ( g = −0.47). We concluded that children with SLI experience difficulties with writing.

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