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| Reference : The Impact of Dual-Tasking on Sentence Comprehension in Children with Specific Language ... |
| Scientific journals : Article | |||
| Social & behavioral sciences, psychology : Neurosciences & behavior | |||
| http://hdl.handle.net/2268/111647 | |||
| The Impact of Dual-Tasking on Sentence Comprehension in Children with Specific Language Impairment | |
| English | |
Leclercq, Anne-Lise  [Université de Liège - ULg > Département de Psychologie : cognition et comportement > Logopédie clinique >] | |
| Majerus, Steve [Université de Liège - ULg > Département de Psychologie : cognition et comportement > Psychopathologie cognitive >] | |
| Prigent, Gaïd [Université de Liège - ULg > Département de Psychologie : cognition et comportement > Logopédie clinique >] | |
| Maillart, Christelle [Université de Liège - ULg > Département de Psychologie : cognition et comportement > Logopédie clinique >] | |
| In press | |
| Journal of Speech, Language, and Hearing research | |
| American Speech Language Hearing Association | |
| International | |
| 1092-4388 | |
| Rockville | |
| MD | |
| [en] specific language impairment ; sentence comprehension ; processing capacities | |
| [en] Purpose: This study assesses the hypothesis of a limitation in attentional allocation capacity as underlying poor sentence comprehension in children with SLI.
Method: Fifteen children with SLI, 15 age-matched controls, and 15 grammar-matched controls participated in the study. Sixty sentences were presented in isolation, and 60 sentences were presented with a concurrent choice reaction time task in which coloured stimuli randomly appeared at the centre of the computer screen. Results: Sentence comprehension was affected by the dual-task condition to a greater extent in children with SLI relative to age-controls, but not relative to grammatical-controls. Conclusions: Our study does not support limitations in attentional allocation capacity as representing a core deficit in SLI. Rather, our data show that these children show attentional allocation capacity comparable to that of younger children having similar language level, suggesting that SLI is characterized by a slowed development of both attentional and language domains. | |
| Fonds de la Recherche Scientifique (Communauté française de Belgique) - F.R.S.-FNRS | |
| Researchers ; Professionals ; Students | |
| http://hdl.handle.net/2268/111647 |
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