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  Picture naming in typically developing and language impaired children: The role of sustained attention

Jongman, S. R., Roelofs, A., Scheper, A., & Meyer, A. S. (2017). Picture naming in typically developing and language impaired children: The role of sustained attention. International Journal of Language & Communication Disorders, 52(3), 323-333. doi:10.1111/1460-6984.12275.

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資料種別: 学術論文

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Jongman_etal_2017.pdf (出版社版), 315KB
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https://hdl.handle.net/21.11116/0000-0001-4F8E-8
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Jongman_etal_2017.pdf
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 作成者:
Jongman, Suzanne R.1, 2, 著者           
Roelofs, Ardi3, 4, 著者           
Scheper, A.5, 著者
Meyer, Antje S.1, 著者           
所属:
1Psychology of Language Department, MPI for Psycholinguistics, Max Planck Society, ou_792545              
2International Max Planck Research School for Language Sciences, MPI for Psycholinguistics, Max Planck Society, Nijmegen, NL, ou_1119545              
3Donders Institute for Brain, Cognition and Behaviour, External Organizations, ou_55236              
4Research Associates, MPI for Psycholinguistics, Max Planck Society, Wundtlaan 1, 6525 XD Nijmegen, NL, ou_2344700              
5Royal Dutch Kentalis, Speech & Language Centre, Kentalis Academy, Eindhoven, The Netherlands , ou_persistent22              

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 要旨: Children with specific language impairment (SLI) have problems not only with language performance but also with sustained attention, which is the ability to maintain alertness over an extended period of time. Although there is consensus that this ability is impaired with respect to processing stimuli in the auditory perceptual modality, conflicting evidence exists concerning the visual modality.
Aims

To address the outstanding issue whether the impairment in sustained attention is limited to the auditory domain, or if it is domain-general. Furthermore, to test whether children's sustained attention ability relates to their word-production skills.
Methods & Procedures

Groups of 7–9 year olds with SLI (N = 28) and typically developing (TD) children (N = 22) performed a picture-naming task and two sustained attention tasks, namely auditory and visual continuous performance tasks (CPTs).
Outcomes & Results

Children with SLI performed worse than TD children on picture naming and on both the auditory and visual CPTs. Moreover, performance on both the CPTs correlated with picture-naming latencies across developmental groups.
Conclusions & Implications

These results provide evidence for a deficit in both auditory and visual sustained attention in children with SLI. Moreover, the study indicates there is a relationship between domain-general sustained attention and picture-naming performance in both TD and language-impaired children. Future studies should establish whether this relationship is causal. If attention influences language, training of sustained attention may improve language production in children from both developmental groups.

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言語: eng - English
 日付: 2016-05-142016-08-162017-05
 出版の状態: 出版
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 査読: 査読あり
 識別子(DOI, ISBNなど): DOI: 10.1111/1460-6984.12275
 学位: -

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出版物 1

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出版物名: International Journal of Language & Communication Disorders
種別: 学術雑誌
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出版社, 出版地: -
ページ: - 巻号: 52 (3) 通巻号: - 開始・終了ページ: 323 - 333 識別子(ISBN, ISSN, DOIなど): -