Auditory Lexical Decisions in Developmental Language Disorder: A Meta-Analysis of Behavioral Studies

Jones, Samuel David; Brandt, Silke

doi:10.1044/2018_jslhr-l-17-0447

Cited by 10 publications

(10 citation statements)

References 36 publications

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“…For the SLI group, there does not appear to be a speed-accuracy trade-off in the articulatory suppression condition as faster planning was not coupled with poorer accuracy. Similarly, research has indicated that SLI group deficits in lexical decision tasks are not attributable to a speed-accuracy trade-off (Jones & Brandt, 2018). On the other hand, we found relatively better language ability was associated with slower planning time and greater accuracy for the TD group in the articulatory suppression condition.…”

Section: Study Limitationssupporting

confidence: 76%

The Relationship Between Language and Planning in Children With Language Impairment

Larson

Gangopadhyay

Kaushanskaya

et al. 2019

J Speech Lang Hear Res

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Purpose This study examined the relationship between language and planning, a higher order executive function skill, in children with specific language impairment (SLI) and typically developing (TD) children. We hypothesized differences between groups in planning performance and in the role of verbal mediation during planning. Method Thirty-one children with SLI and 50 TD age-matched peers (8–12 years) participated in the study. We assessed language ability via a standardized language measure and planning via a dual-task Tower of London paradigm with 3 conditions: no secondary task (baseline), articulatory suppression secondary task (disrupted verbal mediation), and motor suppression secondary task (control for secondary task demand). Results We found similar overall accuracy between children with SLI and TD peers on the Tower of London. Children with SLI executed trials more slowly at baseline than TD peers but not under articulatory suppression, and children with SLI spent less time planning than TD children at baseline and under articulatory suppression. There was a significant interaction among group, language ability, and planning time under articulatory suppression. Children with SLI who had relatively better language ability spent less time planning than children with SLI who had poorer language ability when verbal mediation was disrupted. This pattern was reversed for TD children. Conclusions This study provides evidence for a relationship between language and planning, yet this relationship differed between children with SLI compared to TD peers. Findings suggest that children with SLI use nonlinguistic perceptual strategies to a greater degree than verbal strategies on visuospatial planning tasks and that intervention might address strategy use for planning.

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Section: Study Limitationssupporting

confidence: 76%

The Relationship Between Language and Planning in Children With Language Impairment

Larson

Gangopadhyay

Kaushanskaya

et al. 2019

J Speech Lang Hear Res

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“…Although our data for the subgroup of younger children point into a similar direction, the group comparisons including all children did not show differences between monolingual and bilingual children. As described above (Jones & Brandt, 2018), the difficulty to classify pseudowords correctly depends on the way of pseudoword manipulation. The more difficult a task becomes, the more likely slight uncertaintiesfor example, due to the acquisition of two or more languages, might become visible.…”

Section: Discussionmentioning

confidence: 99%

“…Abilities in word form processing can be investigated through word form-related tasks such as auditory lexical decision (LDT; Claessen & Leitão, 2012; Hein & Kauschke, 2020; Jones & Brandt, 2018; Ripamonti, Lucchelli, Lazzati, Martini & Luzzatti, 2017), rapid naming (RNT; Dixon et al, 2020; Hein & Kauschke, 2020; Messer & Dockrell, 2006), and rhyming (Spencer, Doyle, McNeil, Wambaugh, Park & Carroll, 2000; van Goch, McQueen & Verhoeven, 2014). The LDT enables the assessment of the quality of stored word form representations (Claessen & Leitão, 2012) in the phonological input lexicon.…”

Section: Introductionmentioning

confidence: 99%

“…This task encompasses the speeded judgment of randomly presented spoken words as real words or pseudowords by pressing a button or indicating “yes” (real word) or “no” (pseudoword) (Goldinger, 1996). The position and degree of pseudoword manipulation seem to play a crucial role in the level of difficulty of this task (Jones & Brandt, 2018), which might be moderated by the phonological system of the first language (Van der Feest & Fikkert, 2015). Gangopadhyay et al (2019) examined 9- and 10-year-old English-speaking monolingual and English-Spanish speaking bilingual children through the LDT at two time points (T1 and T2) one year apart.…”

Section: Introductionmentioning

confidence: 99%

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Word form processing at school age: Evidence for similarities between bilingual and monolingual children

Hein

Kauschke

2021

Bilingualism

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The present study aimed to explore the lexical processing abilities of bilingual school-aged children compared to their monolingual peers. Therefore, word form processing tasks (auditory lexical decision, rapid naming, rhyming), as well as traditional vocabulary tasks (word-picture matching and picture naming), were conducted in a cross-sectional design in a sample of 163 German monolingual and 39 bilingual primary school children (6-9 years), speaking German and another language. Regression analyses revealed that age, gender, and vocabulary size, but not bilingualism have an impact on performance in word form processing tasks. Group comparisons after propensity matching on age, gender, and vocabulary size revealed no significant group differences between monolingual and bilingual children in word form processing tasks. After the sample was divided into two age groups, bilingual children showed an initial weakness at ages 6 to 7 that seems to be overcome during primary school age.

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“…It may appear reasonable to assume a causal association between low-level frequency discrimination deficits and the deficits in higher-order speech representation and retrieval that characterise DLD. Children affected by DLD commonly require more exposures to a spoken word than control children in order to encode similar levels of phonological detail (Gray, 2003), for instance, and are often slower and less accurate than age-matched peers when retrieving words and naming known objects (Kambanaros et al, 2015;Messer & Dockrell, 2006), when determining whether an auditory stimulus is a known word or non-word (Jones & Brandt, 2018), when fixing their gaze to a named visual stimulus (McMurray, Klein-Packard, & Tomblin., 2019), when identifying words from clipped auditory segments (Montgomery, 1999), when identifying mispronunciations (Alt & Suddarth, 2012), and, as previously discussed, when repeating non-words (Bishop et al, 1996). These performance deficits between children with and without DLD may be explained in terms of lower familiarity with the target stimuli among children with DLD, which is itself a function of the quality of the speech representations that these children have formed.…”

Section: Rethinking Working Memory Capacity Deficits In Dldmentioning

confidence: 99%

Under-resourced or overloaded? Rethinking working memory deficits in developmental language disorder

Jones¹,

Westermann²

2021

Preprint

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Dominant theoretical accounts of developmental language disorder (DLD) are unanimous in assuming working memory capacity limitations. In the current report, we present an alternative view: That working memory in DLD is not under-resourced but overloaded due to operating on speech representations with low discriminability. This account is developed through computational simulations involving deep convolutional neural networks trained on spoken word spectrograms in which frequency information is either retained to mimic typical development or degraded to mimic spectral processing deficits identified among children with DLD. We assess not only spoken word recognition accuracy and predictive probability and entropy (i.e., predictive distribution spread), but also use mean-field-theory based manifold analysis to assess; (i) internal speech representation dimensionality, and (ii) classification capacity, a measure of networks’ ability to isolate any given internal speech representation that is used as a proxy for attentional control. We show that instantiating a low-level frequency discrimination deficit results in the formation of internal speech representations with atypically high dimensionality, and that classification capacity is exhausted due to low representation separability. These representation and control deficits underpin not only lower performance accuracy but also greater uncertainty even when making accurate predictions in a simulated spoken word recognition task (i.e., predictive distributions with low maximum probability and high entropy), which replicates the response delays and word finding difficulties often seen in DLD. Overall, these simulations demonstrate an integrated theoretical account of speech representation and processing deficits in DLD in which working memory capacity limitations play no causal role.

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Auditory Lexical Decisions in Developmental Language Disorder: A Meta-Analysis of Behavioral Studies

Cited by 10 publications

References 36 publications

The Relationship Between Language and Planning in Children With Language Impairment

The Relationship Between Language and Planning in Children With Language Impairment

Word form processing at school age: Evidence for similarities between bilingual and monolingual children

Under-resourced or overloaded? Rethinking working memory deficits in developmental language disorder

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