Object and Action Naming in Children with Specific Language Impairment

Autor/inn/en	Sheng, Li; McGregor, Karla K.
Titel	Object and Action Naming in Children with Specific Language Impairment
Quelle	In: Journal of Speech, Language, and Hearing Research, 53 (2010) 6, S.1704-1719 (16 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1092-4388
DOI	10.1044/1092-4388(2010/09-0180)
Schlagwörter	Age; Semantics; Verbs; Nouns; Language Impairments; Task Analysis; Computer Assisted Testing; Disabilities; Evaluation Methods; Comparative Analysis; Children + Suchen Sie Ihr Suchwort? Alter; Lebensalter; Semantik; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Aufgabenanalyse; Handicap; Behinderung; Child; Kind; Kinder
Abstract	Purpose: In this study, the authors aimed to examine the accuracy, latency, and errors of noun (object) and verb (action) naming in children with and without specific language impairment (SLI) and to determine whether children with SLI have a particularly large noun-verb performance gap. Method: Children with SLI, age-matched peers (AM), and expressive vocabulary-matched peers (VM) named 120 matched object and action pictures in a computerized confrontation naming task. Results: The SLI and VM groups demonstrated comparable naming latency and accuracy; both were slower and less accurate than the AM group. Object naming was more accurate than action naming in the SLI and VM groups; their noun-verb performance gaps were comparable. Object naming was faster than action naming in all children. In comparison with the AM group, the SLI group made proportionally fewer taxonomic errors and more omission errors when naming objects, and fewer misperception errors when naming actions. Conclusions: The naming abilities of children with SLI, although deficient given their chronological age, are commensurate with their vocabulary level. Their naming errors suggest immaturities in semantic representation. Action naming is significantly more difficult than object naming, but the noun-verb gap that characterizes the performance of children with SLI is appropriate for their vocabulary level. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10