scholarly journals The Relationship between Working Memory and Metaphor Comprehension in School-Age Children with Specific Language Impairments

2014 ◽  
Vol 19 (2) ◽  
pp. 191-198 ◽  
Author(s):  
Youngju Hong ◽  
Dongsun Yim
Keyword(s):  
Working Memory ◽  
Language Impairments ◽  
School Age Children ◽  
School Age ◽  
Metaphor Comprehension ◽  
Specific Language ◽  
Specific Language Impairments ◽  
The Relationship

Spoken word recognition in children with and without specific language impairment

1998 ◽  
Vol 19 (2) ◽  
pp. 193-207 ◽  
Author(s):  
Chris Dollaghan
Keyword(s):  
Lexical Access ◽  
Language Impairment ◽  
Specific Language Impairment ◽  
Spoken Word Recognition ◽  
Language Impairments ◽  
Spoken Word ◽  
School Age Children ◽  
School Age ◽  
Specific Language ◽  
Specific Language Impairments

AbstractDeficits in lexical access in children with specific language impairments (SLI) have been inferred from word naming, recall, and categorization tasks, but no evidence exists concerning these children's ability to identify words in spoken input. We presented successive auditory time gatings of unfamiliar words; familiar, phonologically related words; and familiar, phonologically unrelated words to school-age children with and without SLI. The groups did not differ significantly in the point at which they recognized familiar words, but the subjects with SLI required significantly more of the acoustic-phonetic signal than did their peers to recognize unfamiliar words. For all word types, the subjects with SLI were significantly less likely to respond with correct initial consonants at the earliest gated interval than were their peers. Our results suggest that both representational and perceptual inefficiencies may contribute to slowed lexical access in children with SLI.

scholarly journals Textism Use and Language Ability in Children

2015 ◽  
pp. 770-778
Author(s):  
Sam Waldron ◽  
Clare Wood
Keyword(s):  
Mobile Devices ◽  
Language Impairments ◽  
Language Ability ◽  
Negative Effects ◽  
Language Abilities ◽  
Specific Language ◽  
Coding Schemes ◽  
Specific Language Impairments ◽  
The Media ◽  
The Relationship

Textism use (or textese) refers to the way in which individuals write in shorthand on mobile devices in order to save space or time. Thurlow (2003) devised one of the first coding schemes for textisms, and textism use has since been hotly debated by the media (Crystal, 2008). Plester et al. (2008; 2009) and Wood et al. (2011; 2014) have since investigated the relationship that texting has with children's language abilities, and found no evidence of negative effects. Further research has been conducted into the effects of texting on readers of differing abilities (Coe & Oakhill, 2011) and found that it is better readers who tend to use more textisms. Further research is discussed in relation to children with reading difficulties such as specific language impairments (Durkin et al, 2011) and dyslexia (Veater et al, 2011).

Understanding the Language Difficulties of Children With Specific Language Impairments

2002 ◽  
Vol 11 (1) ◽  
pp. 77-91 ◽  
Author(s):  
James W. Montgomery
Keyword(s):  
Working Memory ◽  
Language Impairment ◽  
Specific Language Impairment ◽  
Sentence Comprehension ◽  
Verbal Working Memory ◽  
Language Impairments ◽  
Specific Language ◽  
Clinical Marker ◽  
Language Difficulties ◽  
Specific Language Impairments

Many children with specific language impairment (SLI) demonstrate deficits in both verbal working memory (VWM) and language. Among child language researchers, the debate continues whether these two deficits are related. In this article, I take the position that there is indeed a connection between SLI and VWM. I review evidence suggesting that the lexical/morphological learning and sentence comprehension problems of many of these children are associated with deficient VWM abilities. Evidence is also reviewed for the possibility that deficient VWM provides a clinical marker of SLI. I end by offering various assessment and intervention techniques that may prove useful in SLI.

scholarly journals The relationship between information carrying words, memory and language skills in school age children with specific language impairment

PLoS ONE ◽  
2017 ◽  
Vol 12 (7) ◽  
pp. e0180496 ◽  
Author(s):  
Pauline Frizelle ◽  
Jennifer Harte ◽  
Kathleen O’Sullivan ◽  
Paul Fletcher ◽  
Fiona Gibbon
Keyword(s):  
Language Impairment ◽  
Specific Language Impairment ◽  
Language Skills ◽  
School Age Children ◽  
School Age ◽  
Specific Language ◽  
The Relationship

HUBUNGAN KOMUNIKASI TERAPEUTIK PERAWAT DENGAN KECEMASAN ANAK USIA PRASEKOLAH AKIBAT HOSPITALISASI

2019 ◽  
Vol 9 (2) ◽  
pp. 135-140
Author(s):  
Qurrotul Aeni ◽  
Andriyani Mustika Nurwijayanti ◽  
Muhammad Khabib Burhanuddin Iqomh
Keyword(s):  
Research Data ◽  
School Age Children ◽  
P Value ◽  
School Age ◽  
Therapeutic Communication ◽  
Cross Sectional ◽  
Communication Anxiety ◽  
Children’S Anxiety ◽  
The Relationship ◽  
Severe Anxiety

Introduction: anxiety is a condition that will be experienced by children who experience hospitalization and must get attention and management. Anxiety during hospitalization that is not properly addressed will hinder treatment and affect child development. The purpose of the study: to determine the relationship between therapeutic communication nurses and the anxiety of preschool children due to hospitalizationMethod: The study design used descriptive correlation with a cross-sectional approach. The number of samples is 31 with purposive sampling. Collecting research data using a questionnaire.Results: The results showed a majority of therapeutic communication was 61.3%, anxiety in children due to hospitalization of 100% with severe anxiety was 58.1%, there was a relationship between therapeutic communication and children's anxiety (p = 0.001). Suggestions need to be carried out further research on the factors that influence the low therapeutic communication in nurses.Discussion: The results of the statistical analysis using the Spearman's Rho test got p value 0.001 (p <0.05) the relationship between therapeutic communication and the anxiety of pre-school age children who experienced hospitalization, therapeutic communication can be used as an action to prevent anxiety due to hospitalization in pre-school age children.Suggestion: need to do further research on the factors that influence the low therapeutic communication in nurses Keywords: therapeutic communication, anxiety, hospitalization.  

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