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Reciprocal relationships between lexical and syntactic skills of children with Developmental Language Disorder and the role of executive functions / Elma BLOM in Autism & Developmental Language Impairments, 4 (January-December 2019)
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Titre : Reciprocal relationships between lexical and syntactic skills of children with Developmental Language Disorder and the role of executive functions Type de document : Texte imprimé et/ou numérique Auteurs : Elma BLOM, Auteur ; Tessel BOERMA, Auteur Langues : Anglais (eng) Mots-clés : Bidirectional bootstrapping lexicon-grammar relations nonverbal cognition language impairment cross-lagged analyses Index. décimale : PER Périodiques Résumé : Background and aimsRecent research indicates that children with Developmental Language Disorder (DLD) often also score lower than their peers with typical development (TD) on tasks testing nonverbal executive functioning (EF). This study investigated whether there is evidence that children with DLD use linguistic and EF resources to support their lexical and syntactic development. Three questions were addressed: (1) How do children with DLD develop in the domains of lexicon and syntax, and how does their development compare to TD controls? (2) To what extent do children with DLD show reciprocal relations between lexical and syntactic skills, and how does this compare to TD controls? (3) Is EF ability related to DLD children?s lexical and syntactic skills, and how does this compare to TD controls?MethodsData from 117 children (NDLD=78; NTD=39) were collected three times with yearly intervals. At time 1, the children were 5 or 6 years old. Standardized receptive vocabulary and sentence repetition tests measured lexicon and syntax, respectively. Nonverbal EF tasks tested selective attention, interference control and working memory. Cross-lagged analyses were conducted to determine the direction of relationships.ResultsBoth groups showed stable lexical and syntactic growth. In children with DLD, but not in TD controls, syntactic skills predicted lexical skills. In the DLD group, EF predicted lexical skills. Reversely, in the TD group, lexical skills predicted EF.ConclusionsThe results of this study are consistent with the hypothesis that the lexical development of children with DLD is supported by both their verbal abilities in the domain of syntax and their nonverbal EF abilities.ImplicationsInterventions that improve the syntactic and EF abilities of children with DLD may have spreading effects and positively impact on word learning by children with DLD. En ligne : https://doi.org/10.1177/2396941519863984 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=409
in Autism & Developmental Language Impairments > 4 (January-December 2019)[article] Reciprocal relationships between lexical and syntactic skills of children with Developmental Language Disorder and the role of executive functions [Texte imprimé et/ou numérique] / Elma BLOM, Auteur ; Tessel BOERMA, Auteur.
Langues : Anglais (eng)
in Autism & Developmental Language Impairments > 4 (January-December 2019)
Mots-clés : Bidirectional bootstrapping lexicon-grammar relations nonverbal cognition language impairment cross-lagged analyses Index. décimale : PER Périodiques Résumé : Background and aimsRecent research indicates that children with Developmental Language Disorder (DLD) often also score lower than their peers with typical development (TD) on tasks testing nonverbal executive functioning (EF). This study investigated whether there is evidence that children with DLD use linguistic and EF resources to support their lexical and syntactic development. Three questions were addressed: (1) How do children with DLD develop in the domains of lexicon and syntax, and how does their development compare to TD controls? (2) To what extent do children with DLD show reciprocal relations between lexical and syntactic skills, and how does this compare to TD controls? (3) Is EF ability related to DLD children?s lexical and syntactic skills, and how does this compare to TD controls?MethodsData from 117 children (NDLD=78; NTD=39) were collected three times with yearly intervals. At time 1, the children were 5 or 6 years old. Standardized receptive vocabulary and sentence repetition tests measured lexicon and syntax, respectively. Nonverbal EF tasks tested selective attention, interference control and working memory. Cross-lagged analyses were conducted to determine the direction of relationships.ResultsBoth groups showed stable lexical and syntactic growth. In children with DLD, but not in TD controls, syntactic skills predicted lexical skills. In the DLD group, EF predicted lexical skills. Reversely, in the TD group, lexical skills predicted EF.ConclusionsThe results of this study are consistent with the hypothesis that the lexical development of children with DLD is supported by both their verbal abilities in the domain of syntax and their nonverbal EF abilities.ImplicationsInterventions that improve the syntactic and EF abilities of children with DLD may have spreading effects and positively impact on word learning by children with DLD. En ligne : https://doi.org/10.1177/2396941519863984 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=409