Examination of Creative Abilities of Preschool Children with and without Specific Language Impairment (SLI)

Autor/inn/en	Leikin, Mark; Tovli, Esther
Titel	Examination of Creative Abilities of Preschool Children with and without Specific Language Impairment (SLI)
Quelle	In: Communication Disorders Quarterly, 41 (2019) 1, S.22-33 (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1525-7401
DOI	10.1177/1525740118810848
Schlagwörter	Language Impairments; Correlation; Comparative Analysis; Preschool Children; Creativity; Mathematics Tests; Task Analysis; Age Differences; Cognitive Ability; Language Skills; Child Development; Schemata (Cognition); Foreign Countries; Semitic Languages; Language Acquisition; Intelligence Tests; Kindergarten; Nonverbal Ability; Israel; Raven Progressive Matrices + Suchen Sie Ihr Suchwort? Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Korrelation; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Kreativität; Aufgabenanalyse; Age; Difference; Age difference; Altersunterschied; Denkfähigkeit; Language skill; Sprachkompetenz; Kindesentwicklung; Cognition; Schema; Kognition; Ausland; Arabisch; Hebräisch; Sprachaneignung; Spracherwerb; Intelligence test; Intelligenztest
Abstract	The present study aims to examine the relationship between developmental language deficit and children's creative ability. For this purpose, we compared the performance of preschool children with Specific Language Impairment (SLI) on general and mathematic creativity tests with that of typically developing children. The findings demonstrated that children with SLI performed almost identically on the general creativity task, compared with older preschoolers, and did generally better than children from the younger age group. However, on the mathematic creativity task, they did significantly better statistically than the younger children and worse than children from the older control groups. Thus, the results showed that creativity as a specific cognitive ability seems to develop in children with SLI in the same way as in their typically developing peers but at a slower rate. In addition, our findings demonstrate some degree of dissociation between the cognitive and linguistic abilities of children with SLI. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01