Dimensional Thinking in Language Impaired Children This study investigated the dimensional knowledge evidenced by language impaired (LI) preschoolers. Ten LI and 10 language normal (LN) children, aged 3:6 to 5:9, were asked to solve verbal and nonverbal problems requiring color and size judgments. There were no group differences on the verbal task, but the LI children ... Research Article
Research Article  |   March 01, 1989
Dimensional Thinking in Language Impaired Children
 
Author Affiliations & Notes
  • Judith R. Johnston
    Indiana University, Bloomington
  • Linda B. Smith
    Indiana University, Bloomington
Article Information
Research Articles
Research Article   |   March 01, 1989
Dimensional Thinking in Language Impaired Children
Journal of Speech, Language, and Hearing Research, March 1989, Vol. 32, 33-38. doi:10.1044/jshr.3201.33
History: Received November 11, 1987 , Accepted April 14, 1988
 
Journal of Speech, Language, and Hearing Research, March 1989, Vol. 32, 33-38. doi:10.1044/jshr.3201.33
History: Received November 11, 1987; Accepted April 14, 1988

This study investigated the dimensional knowledge evidenced by language impaired (LI) preschoolers. Ten LI and 10 language normal (LN) children, aged 3:6 to 5:9, were asked to solve verbal and nonverbal problems requiring color and size judgments. There were no group differences on the verbal task, but the LI children performed less well than the LN children on the nonverbal task. Much of this difference stemmed from their difficulty with size items. The ordinal nature of the size dimension implies greater cognitive processing demands than are inherent in nominal dimensions such as color. Given the known processing limitations of language impaired children, this complexity apparently can lead to erroneous judgment even when requisite knowledge is present. It may also contribute to delays in the initial construction of dimensional knowledge.

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