日本語
 
Help Privacy Policy ポリシー/免責事項
  詳細検索ブラウズ

アイテム詳細


公開

学術論文

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

MPS-Authors
/persons/resource/persons71770

Jongman,  Suzanne R.
Psychology of Language Department, MPI for Psycholinguistics, Max Planck Society;
International Max Planck Research School for Language Sciences, MPI for Psycholinguistics, Max Planck Society;

/persons/resource/persons96448

Roelofs,  Ardi
Donders Institute for Brain, Cognition and Behaviour, External Organizations;
Research Associates, MPI for Psycholinguistics, Max Planck Society;

/persons/resource/persons1167

Meyer,  Antje S.
Psychology of Language Department, MPI for Psycholinguistics, Max Planck Society;

External Resource
There are no locators available
Fulltext (restricted access)
There are currently no full texts shared for your IP range.
フルテキスト (公開)

Jongman_etal_2017.pdf
(出版社版), 315KB

付随資料 (公開)
There is no public supplementary material available
引用

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.


引用: https://hdl.handle.net/11858/00-001M-0000-002A-F97E-D
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.