Planning Deficits in Children With Specific Language Impairment Are Reflected in Unnecessarily Awkward Grasps

Sanjeevan, Teenu; Rosenbaum, David A.; Mainela-Arnold, Elina

doi:10.1044/2017_jslhr-l-17-0246

Cited by 5 publications

(14 citation statements)

References 70 publications

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“…This result was partly in line with earlier research findings on children with DLD (Sanjeevan et al., 2018). In their study, children with DLD did not differ from peers in the use of ESC grasps in target trials requiring turning the dowel.…”

Section: Discussionsupporting

confidence: 93%

“…One possible explanation for the difference between this study and Sanjeevan et al. (2018) was that our study included relatively few children clinically identified as having DLD. Sanjeevan et al.…”

Section: Discussionmentioning

confidence: 60%

“…To measure motor planning, we employed a modified version of the ESC task (Rosenbaum et al., 1990; Sanjeevan et al., 2018). The task requires the participant to move a dowel from its initial position to another so that it has to be rotated 180° (target trials) or moved without rotation (control trials).…”

Section: Methodsmentioning

confidence: 99%

“…Based on research on children with DLD (Sanjeevan et al., 2018), we also hypothesized to observe a tendency to use unnecessarily awkward grasps in control trials in children with low school‐age language abilities. However, in the control trials, 97.4% of all the grasps were comfortable (TED = 97.3%, LT = 97.4%).…”

Section: Methodsmentioning

confidence: 99%

“…Sanjeevan et al. (2018) hypothesized that mixed results from sequence learning tasks in children with DLD might be a result of difficulties in planning rather than learning the sequences. Motor planning refers to a set of processes defining how a motor goal is achieved (Rosenbaum et al., 1990).…”

Section: Introductionmentioning

confidence: 99%

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Procedural learning and school‐age language outcomes in children with and without a history of late talking

Kautto

Mainela-Arnold

2022

Intl J Lang & Comm Disor

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Background: 'Late talkers' (LTs) are toddlers with late language emergence that cannot be explained by other impairments. It is difficult to predict which of these children continue to present long-term restrictions in language abilities and will later be identified as having a developmental language disorder. Procedural memory weaknesses have been suggested to underlie developmental language disorders, but have not been investigated in LTs. Aims: We investigated the relationships between aspects of procedural memory and school-age language abilities in children with and without a history of LT. We hypothesized that children with a history of LT exhibit (1) restrictions in procedural memory when compared with children with typical early development (TED); and (2) a positive association between procedural memory and school-age language abilities. Methods & Procedures: We recruited 79 children (7;5-10;5), 43 of whom had a history of LT. Aspects of procedural memory, procedural learning and motor planning were assessed using the serial reaction time and the end-state comfort tasks. School-age language abilities were measured using standardized tests.Outcomes & Results: Counter to expectations, motor planning was not associated with a history of LT or school-age language abilities, and the children with TED did not show stronger procedural learning as compared with peers with a history of LT. However, weaker school-age language abilities were associated with weak procedural learning in TED group.Conclusions & Implications: Factors other than deficits in procedural memory are likely to underlie LT. Procedural learning shows promise as a potential predictor of language development in children that are not identified as LTs.

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Section: Discussionsupporting

confidence: 93%

Section: Discussionmentioning

confidence: 60%

Section: Methodsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

Procedural learning and school‐age language outcomes in children with and without a history of late talking

Kautto

Mainela-Arnold

2022

Intl J Lang & Comm Disor

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The neuroanatomy of developmental language disorder: a systematic review and meta-analysis

Ullman,

Clark,

Pullman

et al. 2024

Nat Hum Behav

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Phonological and Articulatory Deficits in the Production of Novel Signs in Children With Developmental Language Disorder

Goffman

Factor

Barna

et al. 2023

J Speech Lang Hear Res

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Purpose: Sign language, like spoken language, incorporates phonological and articulatory (or motor) processing components. Thus, the learning of novel signs, like novel spoken word forms, may be problematic for children with developmental language disorder (DLD). In the present work, we hypothesize that phonological and articulatory deficits in novel sign repetition and learning would differentiate preschool-age children with DLD from their typical peers. Method: Children with DLD ( n = 34; aged 4–5 years) and their age-matched typical peers ( n = 21) participated. Children were exposed to four novel signs, all iconic, but only two linked to a visual referent. Children imitatively produced these novel signs multiple times. We obtained measures of phonological accuracy and articulatory motion stability as well as of learning of the associated visual referent. Results: Children with DLD showed an increased number of phonological feature (i.e., handshape, path, and orientation of the hands) errors when compared with their typical peers. While articulatory variability did not overall differentiate children with DLD from typical peers, children with DLD showed instability in one novel sign that obligated bimanual oppositional movement. Semantic aspects of novel sign learning were unaffected in children with DLD. Conclusions: Deficits that have been documented in phonological organization of spoken words in children with DLD are also evident in the manual domain. Analyses of hand motion variability suggest that children with DLD do not show a generalized motor deficit, but one that is restricted to the implementation of coordinated and sequential hand motion.

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Planning Deficits in Children With Specific Language Impairment Are Reflected in Unnecessarily Awkward Grasps

Abstract: We suggest that this perseverative behavior is indicative of a domain-general problem in planning in SLI.

Cited by 5 publications

References 70 publications

Procedural learning and school‐age language outcomes in children with and without a history of late talking

Procedural learning and school‐age language outcomes in children with and without a history of late talking

The neuroanatomy of developmental language disorder: a systematic review and meta-analysis

Phonological and Articulatory Deficits in the Production of Novel Signs in Children With Developmental Language Disorder

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