Do Nonword Repetition Errors in Children with Specific Language Impairment Reflect a Weakness in an Unidentified Skill Specific to Nonword Repetition or a Deficit in Simultaneous Processing?

Autor/in	Marton, Klara
Titel	Do Nonword Repetition Errors in Children with Specific Language Impairment Reflect a Weakness in an Unidentified Skill Specific to Nonword Repetition or a Deficit in Simultaneous Processing?
Quelle	In: Applied Psycholinguistics, 27 (2006) 4, S.569-573 (5 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0142-7164
DOI	10.1017/S0142716406270395
Schlagwörter	Stellungnahme; Evidence; Stimuli; Language Impairments; Cognitive Ability; Language Processing; Memory; Repetition; Word Recognition; Children; Error Patterns; Observation; Information Processing + Suchen Sie Ihr Suchwort? Evidenz; Anreizsystem; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Denkfähigkeit; Sprachverarbeitung; Gedächtnis; Wiederholung; Worterkennung; Child; Kind; Kinder; Fehlertyp; Beobachtung; Informationsverarbeitung
Abstract	This Commentary supports Gathercole's (2006) proposal on a double deficit in children with specific language impairment (SLI). The author suggests that these children have a limited phonological storage combined with a particular problem of processing novel speech stimuli. According to Gathercole, there are three areas of skill contributing to memory for nonwords: general cognitive abilities, phonological storage, and an unidentified skill specific to nonword repetition. The focus of this Commentary is to examine whether these children's nonword repetition performance is influenced by an unidentified skill or some other processes. An alternative hypothesis is that the nonword repetition errors observed in children with SLI are related to one of their main weaknesses, to their difficulties in simultaneous processing of information. Evidence for this argument comes from our recent studies: from error analyses data and from findings on nonword repetition with stimuli that included meaningful parts (monosyllabic real words). (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10