This volume presents the findings of a large-scale study of individual differences in spoken (and heard) language development during the school years. The goal of the study was to investigate the degree to which language abilities at school entry were stable over time and influential in the child's overall success in important aspects of…

This study of sequential memory in 16 children with language impairment found that list-final suffix effect was substantially larger than in control children, even though other aspects of their recall were normal. Children with language impairment were more dependent upon unanalyzed acoustic and phonetic representations of speech. Response…

Connectionist (parallel distributed processing) modeling provides a new way to approach the neurological study of language. This method focuses on the interplay between a computational model and the appropriate neurological, neuropsychological, and speech and language data, couched in connectionist mechanisms that map naturally to what is known of…

Nine children participated in one of three groups: children diagnosed as both sensory and language impaired, children diagnosed as language impaired, and normally developing children matched for language level. Sensory integration activities prior to language intervention resulted in significant changes on the Battelle Developmental Inventory for…

This study examined the development of metaprocessing abilities in children with varying degrees of language abilities and sought to determine if the patterns of metaprocessing development that emerged were similar for these ability groups. Subjects were 141 children ages 4-5 at the beginning of the study, divided into a control group, a low…