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Giancola M, Pino MC, Riccio V, Piccardi L, D’Amico S. Preschoolers’ Perceptual Analogical Reasoning and Map Reading: A Preliminary Study on the Mediating Effect of Spatial Language. CHILDREN 2023; 10:children10040630. [PMID: 37189879 DOI: 10.3390/children10040630] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/14/2023] [Revised: 03/21/2023] [Accepted: 03/27/2023] [Indexed: 03/30/2023]
Abstract
Reading and interpreting a map represents an essential part of daily life, enabling appropriate orientation and navigation through space. Based on the idea that perceptual analogical reasoning is critical in aligning the spatial structure of the map with the spatial structure of the space and given the critical role of language, especially spatial language, in encoding and establishing spatial relations among elements in the environment, the present study investigated the joint contribution of perceptual analogical reasoning and spatial language in map reading. The study was conducted with 56 typically developing 4- to 6-year-old children, and the results indicated that perceptual abstract reasoning affected map reading through the mediating effect of spatial language. These findings yielded theoretical and practical implications regarding the role of perceptual abstract reasoning and spatial language in shaping map-reading abilities in the early stages of life, highlighting that domain-specific language competencies are necessary to improve the encoding of spatial relations, to establish object correspondences, and to ensure successful navigation. Limitations and future research directions were discussed.
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Frizelle P, McKean C. Using Theory to Drive Intervention Efficacy: The Role of Dose Form in Interventions for Children with DLD. CHILDREN 2022; 9:children9060859. [PMID: 35740796 PMCID: PMC9221793 DOI: 10.3390/children9060859] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 04/06/2022] [Revised: 05/09/2022] [Accepted: 06/05/2022] [Indexed: 11/18/2022]
Abstract
‘Dose form’ is a construct that has evolved over the last number of years and is central to treating childhood language disorders. In this commentary, we present a framework of dose form that includes techniques, procedures, manner of instruction, and intervention context. We present key findings from a systematic review exploring the impact of intervention dose form on oral language outcomes (specifically morphosyntax and vocabulary learning) in children with DLD. We then discuss the hypothesized theoretical mechanisms of action underpinning these findings.
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Affiliation(s)
- Pauline Frizelle
- Department of Speech and Hearing Sciences, University College Cork, T12 AK54 Cork, Ireland
- Correspondence:
| | - Cristina McKean
- Department of Speech and Language Sciences, School of Education, Communication & Language Sciences, Newcastle University, Newcastle NE1 7RU, UK;
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Maillart C. Introduction. Le trouble développemental du langage : enjeux actuels. ENFANCE 2022. [DOI: 10.3917/enf2.221.0005] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/14/2022]
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Krzemien M, Seret E, Maillart C. The generalisation of linguistic constructions in children with or without developmental language disorders. JOURNAL OF CHILD LANGUAGE 2021; 48:413-427. [PMID: 32423494 DOI: 10.1017/s0305000920000288] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/11/2023]
Abstract
The generalisation of linguistic constructions is performed through analogical reasoning. Children with developmental language disorders (DLD) are impaired in analogical reasoning and in generalisation. However, these processes are improved by an input involving variability and similarity. Here we investigated the performance of children with or without DLD in a construction generalisation task. We also compared their performance following training with an input involving progressive alignment (combining similarity and variability) or high variability. Progressive alignment improves construction generalisation in children with or without DLD, which could have implications for our understanding of language development and for interventions conducted with children with DLD.
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Affiliation(s)
- Magali Krzemien
- Department of Speech and Language Therapy, Research Unit on Childhood, University of Liège, Belgium
| | - Esther Seret
- Department of Speech and Language Therapy, Research Unit on Childhood, University of Liège, Belgium
| | - Christelle Maillart
- Department of Speech and Language Therapy, Research Unit on Childhood, University of Liège, Belgium
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How do children with developmental language disorder extend novel nouns? J Exp Child Psychol 2021; 202:105010. [DOI: 10.1016/j.jecp.2020.105010] [Citation(s) in RCA: 6] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/23/2019] [Revised: 09/15/2020] [Accepted: 09/16/2020] [Indexed: 11/18/2022]
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Socher M, Ingebrand E, Wass M, Lyxell B. The relationship between reasoning and language ability: comparing children with cochlear implants and children with typical hearing. LOGOP PHONIATR VOCO 2020; 47:73-83. [PMID: 33150820 DOI: 10.1080/14015439.2020.1834613] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
Abstract
PURPOSE Language has been suggested to play a facilitating role for analogical reasoning tasks, especially for those with high complexity. This study aims to evaluate if differences in analogical reasoning ability between children with cochlear implants (CI) and children with typical hearing (TH) might be explained by differences in language ability. METHODS The analogical reasoning ability (verbal; non-verbal; complex non-verbal: high relational integration demand) of children with CI (N = 15, mean age = 6;7) was compared to two groups of children with TH: age and language matched (TH-A+L, N = 23, mean age = 6;5), and age matched (TH-A, N = 23, mean age = 6;5). RESULTS Children with CI were found to perform comparable to Group TH-A+L on non-verbal reasoning tasks but significantly more poorly on a verbal analogical reasoning task. Children with CI were found to perform significantly more poorly on both the non-verbal analogical reasoning task with high relational integration demand and on the verbal analogical reasoning task compared to Group TH-A. For the non-verbal analogical reasoning task with lower relational integration demand only a tendency for a difference between group CI and Group TH-A was found. CONCLUSIONS The results suggest that verbal strategies are influencing the performance on the non-verbal analogical reasoning tasks with a higher relational integration demand. The possible reasons for this are discussed. The verbal analogical reasoning task used in the current study partly measured lexical access. Differences between the children with CI and both groups of children with TH might therefore be explained by differences in expressive vocabulary skills.
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Affiliation(s)
- Michaela Socher
- Department of Behavioural Sciences and Learning, Linköping University, Linköping, Sweden.,Linnaeus Centre HEAD, Swedish Institute for Disability Research, Linköping University, Linköping, Sweden
| | - Elias Ingebrand
- Department of Behavioural Sciences and Learning, Linköping University, Linköping, Sweden
| | - Malin Wass
- Department of Business Administration, Technology and Social Sciences, Luleå University of Technology, Luleå, Sweden
| | - Björn Lyxell
- Department of Behavioural Sciences and Learning, Linköping University, Linköping, Sweden.,Linnaeus Centre HEAD, Swedish Institute for Disability Research, Linköping University, Linköping, Sweden
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Ferman S, Kishon-Rabin L, Ganot-Budaga H, Karni A. Deficits in Explicit Language Problem Solving Rather Than in Implicit Learning in Specific Language Impairment: Evidence From Learning an Artificial Morphological Rule. JOURNAL OF SPEECH, LANGUAGE, AND HEARING RESEARCH : JSLHR 2019; 62:3790-3807. [PMID: 31560600 DOI: 10.1044/2019_jslhr-l-17-0140] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/10/2023]
Abstract
Purpose The purpose of this study was to delineate differences between children with specific language impairment (SLI), typical age-matched (TAM) children, and typical younger (TY) children in learning and mastering an undisclosed artificial morphological rule (AMR) through exposure and usage. Method Twenty-six participants (eight 10-year-old children with SLI, 8 TAM children, and ten 8-year-old TY children) were trained to master an AMR across multiple training sessions. The AMR required a phonological transformation of verbs depending on a semantic distinction: whether the preceding noun was animate or inanimate. All participants practiced the application of the AMR to repeated and new (generalization) items, via judgment and production tasks. Results The children with SLI derived significantly less benefit from practice than their peers in learning most aspects of the AMR, even exhibiting smaller gains compared to the TY group in some aspects. Children with SLI benefited less than TAM and even TY children from training to judge and produce repeated items of the AMR. Nevertheless, despite a significant disadvantage in baseline performance, the rate at which they mastered the task-specific phonological regularities was as robust as that of their peers. On the other hand, like 8-year-olds, only half of the SLI group succeeded in uncovering the nature of the AMR and, consequently, in generalizing it to new items. Conclusions Children with SLI were able to learn language aspects that rely on implicit, procedural learning, but experienced difficulties in learning aspects that relied on the explicit uncovering of the semantic principle of the AMR. The results suggest that some of the difficulties experienced by children with SLI when learning a complex language regularity cannot be accounted for by a broad, language-related, procedural memory disability. Rather, a deficit-perhaps a developmental delay in the ability to recruit and solve language problems and establish explicit knowledge regarding a language task-can better explain their difficulties in language learning.
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Affiliation(s)
- Sara Ferman
- Sackler Faculty of Medicine, Department of Communication Disorders, Tel Aviv University, Israel
| | - Liat Kishon-Rabin
- Sackler Faculty of Medicine, Department of Communication Disorders, Tel Aviv University, Israel
| | - Hila Ganot-Budaga
- Sackler Faculty of Medicine, Department of Communication Disorders, Tel Aviv University, Israel
| | - Avi Karni
- Sagol Department of Neurobiology, University of Haifa, Israel
- Edmond J. Safra Brain Research Center for the Study of Learning Disabilities, University of Haifa, Israel
- FMRI Unit, Department of Diagnostic Radiology, The Chaim Sheba Medical Center at Tel HaShomer, Ramat Gan, Israel
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Krzemien M, Thibaut JP, Maillart C. How language and inhibition influence analogical reasoning in children with or without developmental language disorder? J Clin Exp Neuropsychol 2019; 42:76-89. [PMID: 31599197 DOI: 10.1080/13803395.2019.1676881] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/25/2022]
Abstract
Introduction: Analogical reasoning is a human ability of crucial importance in several domains of cognition, such as numerical abilities, social cognition, and language, and which is impaired in children with developmental language disorder (DLD). This impairment might be caused by their weaknesses in inhibition or by the inefficient use of phonological recoding.Method: We compared children with DLD and age-matched children without language disorders in an A:B::C:D analogical task. We manipulated two variables: interference (versus no interference) was used to evaluate the impact of articulatory suppression on analogical performance, and distraction (versus no distractor) was used to test whether perceptual distractors (which compete with relational responses) diminish children's performance.Results: Contrary to expectations, articulatory suppression does not have a negative effect on analogical reasoning. In contrast, perceptual distractors have a detrimental impact on performance, and children with DLD are more impacted by perceptual distraction than their peers. Moreover, inhibition, as measured by a classical inhibition task, influences performance, but only for children with DLD.Conclusion: The analogical reasoning impairment observed in DLD, therefore, seems to be related to perceptual distraction and inhibition rather than to phonological recoding. To conclude, this study investigates the analogical reasoning impairment observed in DLD and contributes to our understanding of the relationships between language, analogical reasoning, and executive functions.
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Affiliation(s)
- Magali Krzemien
- Department of Speech and Language Therapy, Research Unit on Childhood, University of Liège, Liège, Belgium
| | | | - Christelle Maillart
- Department of Speech and Language Therapy, Research Unit on Childhood, University of Liège, Liège, Belgium
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Krzemien M, Maillart C, Parisse C, Leroy S. Impact of processing load on analogical mapping with visual sequences in children with developmental language disorders (DLD). INTERNATIONAL JOURNAL OF LANGUAGE & COMMUNICATION DISORDERS 2019; 54:417-429. [PMID: 30536567 DOI: 10.1111/1460-6984.12446] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/27/2018] [Revised: 10/19/2018] [Accepted: 11/14/2018] [Indexed: 06/09/2023]
Abstract
BACKGROUND Analogical mapping is a domain-general cognitive process used notably in language development, and particularly in the abstraction of construction schemas. Children with developmental language disorders (DLD) display an impairment in linguistic productivity and creativity, which can be linked to a lack of generalization of construction schemas. AIMS To investigate analogical mapping in children with DLD, and especially the influence of processing load, as it could explain the lack of creativity observed in children with DLD. It was hypothesized that analogical mapping is altered in children with DLD and that greater cognitive load (sequential presentation and no perceptual support) would be linked to poorer performance in these children. METHODS & PROCEDURES Fifteen children with DLD and their age-matched peers were administrated a visual analogical reasoning task where they had to complete a sequence sharing the same relational structure as previously presented sequences. Two factors influencing processing load were studied: the modality of presentation (sequential versus simultaneous) and the perceptual support (with versus without). OUTCOMES & RESULTS Results showed an expected group effect with poorer performance in children with DLD compared with children with typical language development (TLD). Results corroborated hypotheses according to which children with DLD have difficulties with analogical mapping, which could hinder their abstraction of construction schemas. Results about the influence of processing load were mixed. While the difference between the two groups was more marked for the items without perceptual support than for those with perceptual support, children with DLD were not more affected by the sequential presentation than children with TLD. CONCLUSIONS & IMPLICATIONS Children with DLD have impaired analogical mapping competences, especially when the relational similarities are not supported by perceptual cues. This impairment may be the cause of their difficulties in abstracting construction schemas, thus provoking their poor linguistic productivity and creativity. However, more studies are needed to confirm this hypothesis, as the influence of analogical reasoning on language development could also be reversed or could be linked to another external factor.
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Affiliation(s)
- Magali Krzemien
- Department of Psychology, Speech Language Therapy and Educational Sciences Research Unit on Childhood, Liege, Belgium
| | - Christelle Maillart
- Department of Psychology, Speech Language Therapy and Educational Sciences Research Unit on Childhood, Liege, Belgium
| | - Christophe Parisse
- Modyco-Inserm, University of Paris Ouest Nanterre la Défense, Nanterre, France
| | - Sandrine Leroy
- Department of Psychology, Speech Language Therapy and Educational Sciences Research Unit on Childhood, Liege, Belgium
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Krzemien M, Jemel B, Maillart C. Analogical reasoning in children with specific language impairment: Evidence from a scene analogy task. CLINICAL LINGUISTICS & PHONETICS 2017; 31:573-588. [PMID: 28362136 DOI: 10.1080/02699206.2017.1302509] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/07/2023]
Abstract
Analogical reasoning is a human ability that maps systems of relations. It develops along with relational knowledge, working memory and executive functions such as inhibition. It also maintains a mutual influence on language development. Some authors have taken a greater interest in the analogical reasoning ability of children with language disorders, specifically those with specific language impairment (SLI). These children apparently have weaker analogical reasoning abilities than their aged-matched peers without language disorders. Following cognitive theories of language acquisition, this deficit could be one of the causes of language disorders in SLI, especially those concerning productivity. To confirm this deficit and its link to language disorders, we use a scene analogy task to evaluate the analogical performance of SLI children and compare them to controls of the same age and linguistic abilities. Results show that children with SLI perform worse than age-matched peers, but similar to language-matched peers. They are more influenced by increased task difficulty. The association between language disorders and analogical reasoning in SLI can be confirmed. The hypothesis of limited processing capacity in SLI is also being considered.
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Affiliation(s)
- Magali Krzemien
- a Department of Speech and Language Therapy , University of Liege , Liège , Belgium
| | - Boutheina Jemel
- b School of Speech and Language Therapy and Audiology, University of Montreal , Montreal , Canada
| | - Christelle Maillart
- a Department of Speech and Language Therapy , University of Liege , Liège , Belgium
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Cummings L. Theory of mind in utterance interpretation: the case from clinical pragmatics. Front Psychol 2015; 6:1286. [PMID: 26379602 PMCID: PMC4549655 DOI: 10.3389/fpsyg.2015.01286] [Citation(s) in RCA: 17] [Impact Index Per Article: 1.9] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/06/2015] [Accepted: 08/11/2015] [Indexed: 11/18/2022] Open
Abstract
The cognitive basis of utterance interpretation is an area that continues to provoke intense theoretical debate among pragmatists. That utterance interpretation involves some type of mind-reading or theory of mind (ToM) is indisputable. However, theorists are divided on the exact nature of this ToM-based mechanism. In this paper, it is argued that the only type of ToM-based mechanism that can adequately represent the cognitive basis of utterance interpretation is one which reflects the rational, intentional, holistic character of interpretation. Such a ToM-based mechanism is supported on conceptual and empirical grounds. Empirical support for this view derives from the study of children and adults with pragmatic disorders. Specifically, three types of clinical case are considered. In the first case, evidence is advanced which indicates that individuals with pragmatic disorders exhibit deficits in reasoning and the use of inferences. These deficits compromise the ability of children and adults with pragmatic disorders to comply with the rational dimension of utterance interpretation. In the second case, evidence is presented which suggests that subjects with pragmatic disorders struggle with the intentional dimension of utterance interpretation. This dimension extends beyond the recognition of communicative intentions to include the attribution of a range of cognitive and affective mental states that play a role in utterance interpretation. In the third case, evidence is presented that children and adults with pragmatic disorders struggle with the holistic character of utterance interpretation. This serves to distort the contexts in which utterances are processed for their implicated meanings. The paper concludes with some thoughts about the role of theorizing in relation to utterance interpretation.
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Affiliation(s)
- Louise Cummings
- English, Culture and Media Studies, School of Arts and Humanities, Nottingham Trent University Nottingham, UK
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Leroy S, Maillart C, Parisse C. Analogical mapping across modalities in children with specific language impairment (SLI). RESEARCH IN DEVELOPMENTAL DISABILITIES 2014; 35:2158-2171. [PMID: 24887647 DOI: 10.1016/j.ridd.2014.05.005] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/03/2013] [Revised: 05/02/2014] [Accepted: 05/06/2014] [Indexed: 06/03/2023]
Abstract
Analogical mapping is a domain-general cognitive process found in language development, and more particularly in the abstraction of construction schemas. Analogical mapping is considered as the general cognitive process which consists in the alignment of two or several sequences in order to detect their common relational structure and generalize it to new items. The current study investigated analogical mapping across modalities in children with specific language impairment (SLI). Nineteen children with SLI and their age-matched peers were administered two tasks: a linguistic analogical reasoning task (composed of syllables) and a similar non-linguistic analogical reasoning task (composed of pictures). In the two tasks, the items presented were divided into two groups: items with perceptual cues and items without perceptual cues. Children had to complete a sequence sharing the same relational structure as previously presented sequences. Results showed an expected group effect with poorer performance for children with SLI compared to children with typical language development (TLD). Results corroborate hypotheses suggesting that children with SLI have difficulties with analogical mapping, which may hinder the abstraction of construction schemas. Interestingly, whereas no interaction effect between group and modality (linguistic vs. non-linguistic) was revealed, a triple interaction Group*Modality*Perceptual support was observed. In the non-linguistic task, the performance of children with SLI was the same for items with and without perceptual clues, but in the linguistic task they performed more poorly for items without perceptual cues compared to items with perceptual cues. The results and limits of the study are discussed.
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Affiliation(s)
- Sandrine Leroy
- Department of Psychology: Cognition and Behavior, University of Liege, B38, rue de l'Aunaie, 30, 4000 Liège, Belgium.
| | - Christelle Maillart
- Department of Psychology: Cognition and Behavior, University of Liege, B38, rue de l'Aunaie, 30, 4000 Liège, Belgium.
| | - Christophe Parisse
- Modyco-Inserm, University of Paris Ouest Nanterre la Défense, 200 avenue de la République, 92001 Nanterre, France.
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Relational Reasoning and Its Manifestations in the Educational Context: a Systematic Review of the Literature. EDUCATIONAL PSYCHOLOGY REVIEW 2013. [DOI: 10.1007/s10648-013-9224-4] [Citation(s) in RCA: 58] [Impact Index Per Article: 5.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/04/2023]
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