Linguistic and Cognitive Abilities in Children with Specific Language Impairment as Compared to Children with High-Functioning Autism

Autor/in	Schaeffer, Jeannette
Titel	Linguistic and Cognitive Abilities in Children with Specific Language Impairment as Compared to Children with High-Functioning Autism
Quelle	In: Language Acquisition: A Journal of Developmental Linguistics, 25 (2018) 1, S.5-23 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1048-9223
DOI	10.1080/10489223.2016.1188928
Schlagwörter	Autism; Pervasive Developmental Disorders; Cognitive Ability; Language Skills; Language Impairments; Elementary School Students; Control Groups; Experimental Groups; Grammar; Pragmatics; Nonverbal Communication; Comparative Analysis; Foreign Countries; Pictorial Stimuli; Nouns; Verbs; Inhibition; Thinking Skills; Indo European Languages; Language Tests; Intelligence Tests; Children; Statistical Analysis; Netherlands; Clinical Evaluation of Language Fundamentals; Raven Progressive Matrices; Wechsler Intelligence Scale for Children + Suchen Sie Ihr Suchwort? Autismus; Denkfähigkeit; Language skill; Sprachkompetenz; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Grammatik; Pragmalinguistik; Non-verbal communication; Nonverbale Kommunikation; Ausland; Fantasieanregung; Hemmung; Indoeuropäisch; Language test; Sprachtest; Intelligence test; Intelligenztest; Child; Kind; Kinder; Statistische Analyse; Niederlande
Abstract	This study investigates the question as to whether and how the linguistic and other cognitive abilities of children with Specific Language Impairment (SLI) differ from those of children with High-Functioning Autism (HFA). To this end, 27 Dutch-speaking elementary-school-age children with SLI, 27 age-matched children with HFA, and a control group of 27 age-matched Typically Developing (TD) children were experimentally tested on various components of grammar, pragmatics, and nonverbal cognition. Prima facie, the results suggest a resemblance between SLI and HFA in their lower-than-TD performance on pragmatics. However, the children with SLI perform significantly weaker than the TD children on grammar and several cognition tests, while the children with HFA do not. It is concluded that, despite their initial resemblance in terms of pragmatics, children with SLI have profoundly different profiles from children with HFA in terms of grammar and nonverbal cognition and can thus not be considered as instantiations of the same continuum, as proposed by Bishop (2010). (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01