Abstract
Abstract
Current understanding of word-finding (WF) difficulties in children and their underlying language processing deficit is poor. Authors have proposed that different underlying deficits may result in different profiles. The current study aimed to better understand WF difficulties by identifying difficult tasks for children with WF difficulties and by focusing on semantic vs. phonological profiles. Twenty-four French-speaking children with WF difficulties and 22 children without WF difficulties, all aged 7- to 12-years-old, participated. They were compared on a range of measures to cover the overall mechanism of WF and the quality of semantic and phonological representations. The largest differences were found on a parent questionnaire and a word definition task. Cluster analyses revealed “high performance” and “low performance” clusters, with intermediary groups. These clusters did not match the expected semantic vs. phonological profiles derived from models of lexical access, suggesting that WF difficulties may be linked to both semantic and phonological deficits.
Publisher
Cambridge University Press (CUP)
Subject
General Psychology,Linguistics and Language,Developmental and Educational Psychology,Experimental and Cognitive Psychology,Language and Linguistics
Reference41 articles.
1. Speech Rate and Fluency in Children and Adolescents
2. The Measurement of Observer Agreement for Categorical Data
3. Intervention for children with word-finding difficulties: a parallel group randomised control trial
4. Cleave, P. , Kay-Raining Bird, E. , Cormier, P. , Squires, B. , Roach, M. , Chiasson, S. L. , & Rushbrook-Dickey, T. (2013, November). Discourse abilities in monolingual and bilingual school-age children [Conference Presentation]. American Speech-Language-Hearing Association Convention, Chicago, IL, United States.