“…Results suggest that language impairment in SLI may be related to more general limitations resulting in a broader range of de®cits in verbal and some aspects of nonverbal abilities, perhaps through their in¯uence on attention (Ellis Riddle, 1992), concept formation (Bishop & Adams, 1992;Johnston & Weismer, 1983;Kail, 1994;Montgomery, 1993), mental representation (Morehead & Ingram, 1973), processing speed (Hughes & Sussman, 1983;Nichols, Townsend, & Wulfeck, 1995), symbolic play (Moscovitch, 1994;Udwin & Yule, 1983), mental imagery (Johnston & Ramstad, 1983;Johnston & Weismer, 1983), hypothesis testing (Nelson, Kamhi, & Apel, 1987), analogical reasoning (Kamhi, Gentry, Mauer, & Gholson, 1990;Nippold, Erskine, & Freed, 1988), and hierarchical planning (Cromer, 1983). While many children with SLI show weaknesses on nonlinguistic tasks, these children often attain scores on standardized nonverbal tests of intelligence well within the normal range.…”