scholarly journals Social cognition and pragmatic competence. The case of children with specific language impairment

2012 ◽  
Vol 5 (1) ◽  
pp. 59-69 ◽  
Author(s):  
Clara Andrés Roqueta ◽  
Rosa A. Clemente Estevan ◽  
Raquel Flores Buils
Keyword(s):  
Social Cognition ◽  
Language Impairment ◽  
Specific Language Impairment ◽  
Cognitive Skills ◽  
Speech Therapy ◽  
Specific Language ◽  
Cognitive Component ◽  
Comprehensive Picture ◽  
Practical Guidelines ◽  
Contradictory Evidence

The literature provides apparently contradictory evidence about the existence of a developmental delay in Social Cognition (SC) of children diagnosed with Specific Language Impairment (SLI). The aim of this work is to prove a more comprehensive picture of these studies, starting with a theoretical review about the relationship between language skills and SC, and finishing with the study of socio-cognitive skills in children with SLI. Finally, the work is concluded by establishing theoretical and practical guidelines that emphasize the importance of assessing the socio-cognitive component of pragmatics to make better diagnoses and to design an appropriate speech therapy for this population.

scholarly journals The effect of audiovisual speech training on the phonological skills of children with specific language impairment (SLI)

2018 ◽  
Vol 34 (3) ◽  
pp. 269-287 ◽  
Author(s):  
Jenni Heikkilä ◽  
Eila Lonka ◽  
Auli Meronen ◽  
Sisko Tuovinen ◽  
Raija Eronen ◽  
...  
Keyword(s):  
Language Impairment ◽  
Specific Language Impairment ◽  
Cognitive Skills ◽  
Training Programme ◽  
Auditory Training ◽  
Audiovisual Speech ◽  
Phonological Skills ◽  
Specific Language ◽  
Auditory Speech ◽  
Spoken Words

We developed a computerized audiovisual training programme for school-aged children with specific language impairment (SLI) to improve their phonological skills. The programme included various tasks requiring phonological decisions. Spoken words, pictures, letters and written syllables were used as training material. Spoken words were presented either as audiovisual speech (together with the talking face), or as auditory speech (voice alone). Two groups (10 children/group) trained for six weeks, five days per week: the audiovisual group trained with audiovisual speech, and the other group received analogically the same training but with auditory speech. Before and after training, language skills and other cognitive skills were assessed. The audiovisual group improved in a non-word-repetition test. Such improvement was not observed with auditory training. This result suggests that audiovisual speech may be helpful in the rehabilitation of children with SLI.

Neuropsychological approach in the correction of specific language impairment among older preschool children

2021 ◽  
pp. 9-13
Author(s):  
Svetlana A. Pyoryshkova
Keyword(s):  
Preschool Children ◽  
Language Impairment ◽  
Specific Language Impairment ◽  
Speech Therapy ◽  
System Analysis ◽  
Speech Disorders ◽  
Specific Language ◽  
Mental Functions ◽  
Depth Analysis ◽  
Higher Mental Functions

Theoretical and methodological analysis substantiated the expediency of using a neuropsychological approach in correctional, developmental and speech therapy work with children with specific language impairment. The features of the functioning of the higher mental functions of a child with disabilities are considered. The analysis of the development of higher mental functions, mental processes, formation of cognitive and motor spheres of a child with disabilities allows to identify the potential of their development, relying on preserved mental functions. This makes it possible to make a more detailed prognosis of development, an individual plan of correctional and developmental and speech therapy work based on an integrated approach, using a complete system analysis of the child’s higher mental functions. We analyze in the context of the application of neuropsychological technologies the process of correcting the specific language impairment among older preschool children. The neuroscience has a huge role in solving problems of related scientific fields: pedagogy, psychology, defectology. The use of neuropsychological technologies and techniques is effective in correctional and speech therapy work with children with specific language impairment. The application of the neuropsychological approach makes it possible to in-depth analysis of the structure of the speech defect, allows to identify both the symptoms of speech disorders and the insufficiency of higher mental functions of the child. Therefore, the neuropsychological approach in correcting the specific language impairment among older preschoolers allows to get a more complete picture of the possibilities of developing higher mental functions of the child and organize speech therapy based on preserved mental functions.

Impact of Language Abilities on Exact and Approximate Number Skills Development: Evidence From Children With Specific Language Impairment

2013 ◽  
Vol 56 (3) ◽  
pp. 956-970 ◽  
Author(s):  
Julie Nys ◽  
Alain Content ◽  
Jacqueline Leybaert
Keyword(s):  
Language Impairment ◽  
Specific Language Impairment ◽  
Cognitive Skills ◽  
Language Abilities ◽  
Arithmetic Task ◽  
Specific Language ◽  
Exact Arithmetic ◽  
The Difference ◽  
The Impact ◽  
Number Skills

Purpose Counting and exact arithmetic rely on language-based representations, whereas number comparison and approximate arithmetic involve approximate quantity-based representations that are available early in life, before the first stages of language acquisition. The objective of this study was to examine the impact of language abilities on the later development of exact and approximate number skills. Method Twenty-eight 7- to 14-year-old children with specific language impairment (SLI) completed exact and approximate number tasks involving quantities presented symbolically and nonsymbolically. They were compared with age-matched (AM) and vocabulary-matched (VM) children. Results In the exact arithmetic task, the accuracy of children with SLI was lower than that of AM and VM controls and related to phonological measures. In the symbolic approximate tasks, children with SLI were less accurate than AM controls, but the difference vanished when their cognitive skills were considered or when they were compared with younger VM controls. In the nonsymbolic approximate tasks, children with SLI did not differ significantly from controls. Further, accuracy in the approximate number tasks was unrelated to language measures. Conclusions Language impairment is related to reduced exact arithmetic skills, whereas it does not intrinsically affect the development of approximate number skills in children with SLI.

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