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Verbal Short-Term Memory Shows a Specific Association with Receptive but Not Productive Vocabulary Measures in Down Syndrome
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Majerus, S.; Barisnikov, K. – Journal of Intellectual Disability Research, 2018
Background: Verbal short-term memory (STM) capacity has been considered to support vocabulary learning in typical children and adults, but evidence for this link is inconsistent for studies in individuals with Down syndrome (DS). The aim of this study was explore the role of processing demands on the association between verbal STM and vocabulary…
Descriptors: Short Term Memory, Down Syndrome, Receptive Language, Expressive Language
Associations between Expressive and Receptive Language and Internalizing and Externalizing Behaviours in a Community-Based Prospective Study of Slow-to-Talk Toddlers
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Conway, Laura J.; Levickis, Penny A.; Mensah, Fiona; McKean, Cristina; Smith, Kylie; Reilly, Sheena – International Journal of Language & Communication Disorders, 2017
Background: Evidence suggests that language and social, emotional and behavioural (SEB) difficulties are associated in children and adolescents. When these associations emerge and whether they differ by language or SEB difficulty profile is unclear. This knowledge is crucial to guide prevention and intervention programmes for children with…
Descriptors: Expressive Language, Receptive Language, Toddlers, Child Language
A Multicomponent Writing Intervention for a College Student with Mild Brain Injury
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Dinnes, Carly; Hux, Karen – Communication Disorders Quarterly, 2018
Written expression is a high-level language process susceptible to impairment given mild traumatic brain injury (mTBI); however, minimal research exists about assessing or treating this aspect of language performance. This study's purpose was to determine the effect of a multicomponent intervention on the written expression of an undergraduate…
Descriptors: Undergraduate Students, Writing Instruction, Intervention, Head Injuries
Overlap and Uniqueness: Linguistic Componential Traits Contributing to Expressive Skills in English as a Foreign Language
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Pae, Hye K.; O'Brien, Beth – Reading Psychology, 2018
This study identified robust predictors of expressive skills in academic English as a foreign language. The participants were 92 Korean-speaking learners of English. The field test of the Pearson Test of English Academic was used as a secondary data analysis. Four communicative skills (reading, writing, listening, and speaking) and six enabling…
Descriptors: Predictor Variables, Expressive Language, Language Skills, English (Second Language)
Temperament Dimensions in Preschool Children: Links with Cognitive and Affective Theory of Mind
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Longobardi, Emiddia; Spataro, Pietro; D'Alessandro, Marta; Cerutti, Rita – Early Education and Development, 2017
Research Findings: The present cross-sectional study investigated the question of whether 6 different temperament dimensions (inhibition to novelty, social orientation, motor activity, positive emotionality, negative emotionality, and attention) influenced cognitive and affective theory of mind (ToM) in 168 children (86 three/four-year-olds and 82…
Descriptors: Personality Traits, Theory of Mind, Case Studies, Task Analysis
Phonological Short-Term Memory, Language and Literacy: Developmental Relationships in Early Adolescence in Young People with SLI
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Conti-Ramsden, Gina; Durkin, Kevin – Journal of Child Psychology and Psychiatry, 2007
Background: Research has consistently documented a relationship between phonological short-term memory skills (STM) and specific language impairment (SLI). This study reports on the development of phonological STM abilities over 3 years in 80 young adolescents with a history of SLI, investigating the nature of the relationship between phonological…
Descriptors: Reading Difficulties, Early Adolescents, Regression (Statistics), Adolescents