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Peer reviewedErnest-Baron, Christine R.; And Others – Journal of Speech and Hearing Research, 1987
Aphasic (N=15) and non-brain-damaged adults listened to and retold two narrative stories three times in succession. Both aphasic and non-brain-damaged subjects were affected by story structure and increased the amount of information retold across retellings. Non-brain-damaged subjects retold slightly more (statistically insignificant) information…
Descriptors: Adults, Aphasia, Expressive Language, Memory
Peer reviewedNippold, Marilyn A. – Topics in Language Disorders, 1992
This review considers aspects of normal mental storage and retrieval, storage and retrieval in disordered word finding, possible causes of word finding disorders, and clinical implications in both storage and retrieval components. Implications call for attention to increasing word knowledge, storage strength, naming accuracy and speed, retrieval…
Descriptors: Adolescents, Children, Cognitive Processes, Etiology
Peer reviewedGonzales, Maria Diana; Montgomery, Gary T.; Fucci, Donald; Randolph, Elizabeth; Ezell, Helen; Garber, Norman; Leach, Edwin – Infant-Toddler Intervention: The Transdisciplinary Journal, 2001
This study, with 53 Mexican-American infants, found that five predictors accounted for approximately 35 percent of the variance in receptive language at 12 and 22 months with average parental generation from Mexico (acculturation) and infant visual recognition memory accounting for 14 and 15 percent of the variance, respectively. No predictors…
Descriptors: Acculturation, Ethnic Groups, Expressive Language, Infants
Overton, Terry; Apperson, Jennifer – Diagnostique, 1989
The Cognitive Levels Test (CLT) and the Peabody Picture Vocabulary Test-Revised (PPVT-R) were administered to 30 freshman college students at a small state college in the mid-Atlantic region. Significant correlations indicate that the PPVT-R measures a component of the CLT. Mean PPVT-R scores were significantly higher than CLT means. (Author/PB)
Descriptors: Cognitive Measurement, Cognitive Tests, College Students, Concurrent Validity
Peer reviewedBrown, Susan A.; And Others – Education and Treatment of Children, 1996
Ten junior high students with developmental disabilities were studied using three conditions--different listening, repeated listening, and repeated listening with immediate retells--to observe the retention and fluency of delayed retelling. Results indicated that repeated listenings of an audiotaped instruction with immediate retells correlated…
Descriptors: Developmental Disabilities, Expressive Language, Junior High Schools, Listening Comprehension
Peer reviewedMorris-Friehe, Mary J.; Sanger, Dixie D. – Journal of Communication Disorders, 1992
A story format and discourse analysis procedure was used to evaluate the spoken language skills of 20 elementary students with learning disabilities over a 1-year period. Stories from memory were longer and characterized by more as well as different types of errors than were stories from pictures or stories based on games. (Author/DB)
Descriptors: Discourse Analysis, Elementary Education, Error Patterns, Expressive Language
