Sustained Selective Attention Skills of Preschool Children With Specific Language Impairment: Evidence for Separate Attentional Capacities.
Purpose: The present study was designed to investigate the performance of preschool children with specific language impairment (SLI) and their typically developing (TD) peers on sustained selective attention tasks. Method: This study included 23 children diagnosed with SLI and 23 TD children matched...
| Published in: | Journal of Speech, Language & Hearing Research Vol. 51; no. 1; pp. 16 - 35 |
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| Main Authors: | , , |
| Format: | Article |
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American Speech-Language-Hearing Association
February 2008
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| Subjects: | |
| Online Access: | View this record in EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=508043651&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 508043651 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 10924388 1SM jtl: Journal of Speech, Language & Hearing Research issn: 10924388 maglogo: N pubinfo: dt: February 2008 vid: 51 iid: 1 pid: 42 pub: American Speech-Language-Hearing Association artinfo: ui: 508043651 10.1044/1092-4388(2008/002) ppf: 16 ppct: 19 formats: fmt: – @attributes: type: T – @attributes: type: P size: 4.5MB tig: atl: Sustained Selective Attention Skills of Preschool Children With Specific Language Impairment: Evidence for Separate Attentional Capacities. aug: au: Spaulding, Tammie J. Plante, Elena Vance, Rebecca su: Attention Children's language Child behavior Preschool children Specific language impairment in children sug: subj: Attention Children's language Child behavior Preschool children Specific language impairment in children ab: Purpose: The present study was designed to investigate the performance of preschool children with specific language impairment (SLI) and their typically developing (TD) peers on sustained selective attention tasks. Method: This study included 23 children diagnosed with SLI and 23 TD children matched for age, gender, and maternal education level. The children's sustained selective attention skills were assessed with different types of stimuli (visual, nonverbal-auditory, linguistic) under 2 attentional load conditions (high, low) using computerized tasks. A mixed design was used to compare children across groups and performance across tasks. Results: The SLI participants exhibited poorer performance than their peers on the sustained selective attention tasks presented in the auditory modality (linguistic and nonverbal-auditory) under the high attentional load conditions. Performance was comparable with their peers under the low attentional load conditions. The SLI group exhibited similar performance to their peers on the visual tasks regardless of attentional load. Conclusion: These results support the notion of attention difficulties in preschool children with SLI and suggest separate attentional capacities for different stimulus modalities. Reprinted by permission of the publisher. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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