Association between Differentiated Processing of Syllables and Comprehension of Grammatical Morphology in Children with Down Syndrome

Autor/inn/en	Yoder, Paul J.; Camarata, Stephen; Camarata, Mary; Williams, Susan M.
Titel	Association between Differentiated Processing of Syllables and Comprehension of Grammatical Morphology in Children with Down Syndrome
Quelle	In: American Journal on Mental Retardation, 111 (2006) 2, S.138-152 (15 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0895-8017
DOI	10.1352/0895-8017(2006)111[138:ABDPOS]2.0.CO;2
Schlagwörter	Language Processing; Comprehension; Language Impairments; Down Syndrome; Children; Syllables; Grammar; Morphemes; Hypothesis Testing; Severity (of Disability); Brain + Suchen Sie Ihr Suchwort? Sprachverarbeitung; Verstehen; Verständnis; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; 'Downs Syndrome; Down''s Syndrome'; Down-Syndrom; Child; Kind; Kinder; Silbe; Grammatik; Morphem; Hypothesenprüfung; Hypothesentest; Schweregrad; Gehirn
Abstract	Our purpose in this exploratory investigation was to examine the relationship between degree of impairment in grammatical morpheme comprehension and event-related potential measures of differentiated processing of speech syllables in 10 children with Down syndrome. Results strongly support the hypothesized association. Graphs of the association indicate that children with less impaired grammatical comprehension had greater amplitude differences in event-related potentials to contrast of syllables within preselected post stimulus latency ranges. The theoretical and clinical ramifications of these results are discussed. (Author).
Anmerkungen	American Association on Mental Retardation. P.O. Box 7065, Lawrence, KS 66044-7065. Tel: 785-843-1235; Fax: 785-843-1274; e-mail: AJMR@allenpress.com; Web site: http://www.aamr.org/Periodicals/index.shtml
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10