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Analysis and control in children with SLI

Lum, Jarrad and Bavin, Edith L. 2007, Analysis and control in children with SLI, Journal of speech, language, and hearing research, vol. 50, pp. 1618-1630, doi: 10.1044/1092-4388(2007/109).

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Title Analysis and control in children with SLI
Author(s) Lum, JarradORCID iD for Lum, Jarrad orcid.org/0000-0003-2098-2403
Bavin, Edith L.
Journal name Journal of speech, language, and hearing research
Volume number 50
Start page 1618
End page 1630
Publisher American Speech - Language - Hearing Association
Place of publication Rockville, MD
Publication date 2007-12
ISSN 1092-4388
1558-9102
Keyword(s) specific language impairment
metalinguistic awareness
grammaticality judgments
Summary Purpose: E. Bialystok and E. B. Ryan (1985) have outlined two operations, analysis and control, which are required for grammaticality judgments. In this model, analysis is involved in determining the grammaticality of a sentence, and control is required so that irrelevant information is ignored. This study examined these processes in specific language impairment (SLI).

Method: Sixteen children with SLI and 20 typically developing (TD) children between 8;6 (years;months) and 10;6 were presented with a grammatical judgment task. Analysis was measured by recording children's decision times in determining grammaticality. Control was assessed by examining accuracy for judgments made for semantically odd sentences.

Results: Relative to the TD group, it was found that the children with SLI took longer in judging sentences associated with the process of analysis. Children with SLI were also found to have more difficulty, in terms of accuracy, with items requiring control (e.g., semantically odd sentences) than did the TD group.

Conclusion: It is argued that the longer time required for children with SLI to respond to semantically normal sentences reflects a degree of difficulty with completing analysis. The SLI group's lower level of accuracy on semantically odd sentences reflects a problem with a control and is consistent with previously reported problems with cognitive inhibition in SLI
Language eng
DOI 10.1044/1092-4388(2007/109)
Field of Research 170103 Educational Psychology
HERDC Research category C1 Refereed article in a scholarly journal
ERA Research output type C Journal article
Copyright notice ©2007, American Speech-Language-Hearing Association
Persistent URL http://hdl.handle.net/10536/DRO/DU:30007371

Document type: Journal Article
Collection: School of Psychology
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