Auditory Implicit Semantic Priming in Spanish-Speaking Children with and without Specific Language Impairment
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http://dx.doi.org/10.1017/sjp.2014.33 |
Metadades
Títol
Auditory Implicit Semantic Priming in Spanish-Speaking Children with and without Specific Language ImpairmentAutoria
Data de publicació
2014-05Editor
Cambridge University PressCita bibliogràfica
GIRBAU, Dolors. Auditory Implicit Semantic Priming in Spanish-Speaking Children with and without Specific Language Impairment. The Spanish journal of psychology, 2014, 17: E29.Tipus de document
info:eu-repo/semantics/articleVersió de l'editorial
http://journals.cambridge.org/action/displayAbstract?fromPage=online&aid=9255434 ...Versió
info:eu-repo/semantics/publishedVersionParaules clau / Matèries
Resum
We analyzed whether Spanish-speaking children with Specific Language Impairment (SLI) showed deficits in lexical-semantic processing/organization, and whether these lexical measures correlated with standardized measures ... [+]
We analyzed whether Spanish-speaking children with Specific Language Impairment (SLI) showed deficits in lexical-semantic processing/organization, and whether these lexical measures correlated with standardized measures of language abilities. Fourteen children with Typical Language Development (TLD) and 16 age-matched children with SLI (8;0–9;11 years) participated. In a Lexical Decision (LD) task with implicit semantic priming, children judged whether a given speech pair contained two words (semantically related/unrelated) or a word-pseudoword. Children received a comprehensive language and reading test battery. Children with TLD exhibited significant semantic priming; they were faster for semantically related word pairs than for unrelated (p < .001) and than for word-pseudoword pairs (p < .0002). The group with SLI did not exhibit significant semantic priming, despite showing more variability. Children with SLI made significantly slower LDs [F(1, 26) = 4.61, p < .05, partial η2 = .15] and more errors [F(1, 26) = 4.16, p < .05, partial η2 = .13] than children with TLD. Mean response time across all LD conditions and the receptive vocabulary (PPVT-III) were significantly negativity correlated for children with SLI (r = –.71, p = .004). Children with SLI, especially those with the poorest language scores, showed a semantic-lexical deficit and a weakness in lexical-semantic association networks. Their performance on the LD task was significantly slower and poorer than for children with TLD. Increasing a child’s vocabulary may benefit lexical access. [-]
Publicat a
The Spanish Journal of Psychology / Volume 17 / 2014, E29Drets d'accés
Copyright © Universidad Complutense de Madrid and Colegio Oficial de Psicólogos de Madrid 2014
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