Expressive and receptive use of speech and graphic symbols by typically developing children: What skills contribute to performance on structured sentence-level tasks?
To explore expressive and receptive use of speech and graphic symbols and relationships with linguistic and cognitive skills in children with typical development. Participants were 82 children with typical development (4 to 9 years). Measures of memory, visual analysis skills, and receptive language...
| Publicado en: | International Journal of Speech-Language Pathology Vol. 23; no. 2; pp. 155 - 168 |
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| Autores principales: | , , , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Taylor & Francis Ltd
Apr2021
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=150408314&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 150408314 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 17549507 8NBH jtl: International Journal of Speech-Language Pathology issn: 17549507 maglogo: Y pubinfo: dt: Apr2021 vid: 23 iid: 2 pid: 377 pub: Taylor & Francis Ltd place: Philadelphia, Pennsylvania artinfo: ui: 150408314 145579659 150408314 150408314 10.1080/17549507.2020.1756406 150408314 ppf: 155 ppct: 13 formats: fmt: @attributes: type: P tig: atl: Expressive and receptive use of speech and graphic symbols by typically developing children: What skills contribute to performance on structured sentence-level tasks? aug: au: Sutton, Ann Trudeau, Natacha Morford, Jill P. Smith, Martine M. affil: School of Rehabilitation Sciences, University of Ottawa, Ottawa, Canada sug: subj: Child Development Disorders Speech Graphics Linguistics Cognition Task Performance and Analysis Human Descriptive Statistics Funding Source Language Tests Children with Disabilities Child, Preschool Child Male Female Urban Areas Canada Child, Preschool: 2-5 years Child: 6-12 years Male Female ab: To explore expressive and receptive use of speech and graphic symbols and relationships with linguistic and cognitive skills in children with typical development. Participants were 82 children with typical development (4 to 9 years). Measures of memory, visual analysis skills, and receptive language were used, along with five experimental tasks with speech or symbols as input (stimulus) or output (response), using single clause and compound clause stimuli. Cluster analysis grouped participants with similar performances patterns, who were then compared on linguistic and cognitive skill measures. The lowest performing group sometimes accurately interpreted graphic symbol utterances that were visible during responding. The mid-performing group was stronger on expressive than receptive symbol utterances when the model did not remain visible. The highest group was comparable on expressive and receptive symbol tasks, but nonetheless stronger with spoken utterances. Relationships of linguistic and cognitive skills with task performance differed across the clusters. The findings help clarify the input-output modality asymmetry in graphic symbol communication. Spoken language proficiency does not directly transfer to sentence-level expressive and receptive graphic symbol use. Exploring potentially challenging sentence-level phenomena is important. Research is warranted to explore developmental progressions and potential clinical applications more systematically. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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