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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Hits 1 – 13 of 13 1 Lower verbalizability of visual stimuli modulates differences in estimates of working memory capacity between children with and without developmental language disorders Arslan, Seçkin; Broc, Lucie; Mathy, Fabien In: ISSN: 2396-9415 ; Autism & Developmental Language Impairments ; https://hal.archives-ouvertes.fr/hal-02929714 ; Autism & Developmental Language Impairments, 2020, 5, pp.239694152094551. ⟨10.1177/2396941520945519⟩ (2020) Abstract: International audience ; Background and aims: Children with developmental language disorder (DLD) often perform below their typically developing peers on verbal memory tasks. However, the picture is less clear on visual memory tasks. Research has generally shown that visual memory can be facilitated by verbal representations, but few studies have been conducted using visual materials that are not easy to verbalize. Therefore, we attempted to construct non-verbalizable stimuli to investigate the impact of working memory capacity. Method and results: We manipulated verbalizability in visual span tasks and tested whether minimizing verbalizability could help reduce visual recall performance differences across children with and without developmental language disorder. Visuals that could be easily verbalized or not were selected based on a pretest with non-developmental language disorder young adults. We tested groups of children with developmental language disorder (N ¼ 23) and their typically developing peers (N ¼ 65) using these high and low verbalizable classes of visual stimuli. The memory span of the children with developmental language disorder varied across the different stimulus conditions, but critically, although their storage capacity for visual information was virtually unimpaired, the children with developmental language disorder still had difficulty in recalling verbalizable images with simple drawings. Also, recalling complex (galaxy) images with low verbalizability proved difficult in both groups of children. An item-based analysis on correctly recalled items showed that higher levels of verbalizability enhanced visual recall in the typically developing children to a greater extent than the children with developmental language disorder. Conclusions and clinical implication: We suggest that visual short-term memory in typically developing children might be mediated with verbal encoding to a larger extent than in children with developmental language disorder, thus leading to poorer performance on visual capacity tasks. Our findings cast doubts on the idea that short-term storage impairments are limited to the verbal domain, but they also challenge the idea that visual tasks are essentially visual. Therefore, our findings suggest to clinicians working with children experiencing developmental language difficulties that visual memory deficits may not necessarily be due to reduced non-verbal skills but may be due to the high amount of verbal cues in visual stimuli, from which they do not benefit in comparison to their peers. Keyword: [SCCO.PSYC]Cognitive science/Psychology; Developmental language disorder; verbal encoding; visuo-spatial memory URL: https://hal.archives-ouvertes.fr/hal-02929714 https://hal.archives-ouvertes.fr/hal-02929714/file/Arslan-Broc-Mathy-2020.pdf https://doi.org/10.1177/2396941520945519 https://hal.archives-ouvertes.fr/hal-02929714/document BASE Hide details 2 Screen time in 36-month-olds at increased likelihood for ASD and ADHD. Hill, Monique Moore; Gangi, Devon; Miller, Meghan. - : eScholarship, University of California, 2020 BASE Show details 3 Screen time in 36-month-olds at increased likelihood for ASD and ADHD. Hill, Monique Moore; Gangi, Devon; Miller, Meghan. - : eScholarship, University of California, 2020 BASE Show details 4 Exploring Trajectories of Language Development in Children with Autism Spectrum Disorder Across Multiple Measures ... Hart, Chelsie Miko. - : Arts, 2020 BASE Show details 5 Vignetteninterview zur Erfassung des Sprachförderwissens pädagogischer Fachkräfte (VSW) Löffler, Cordula; Koch, Katja; Beckerle, Christine... In: Mackowiak, Katja [Hrsg.]; Beckerle, Christine [Hrsg.]; Gentrup, Sarah [Hrsg.]; Titz, Cora [Hrsg.]: Forschungsinstrumente im Kontext institutioneller (schrift-)sprachlicher Bildung. Bad Heilbrunn : Verlag Julius Klinkhardt 2020, S. 13-32 (2020) BASE Show details 6 Perfil de crianças com alterações fonológicas: contributos para o diagnóstico em Terapia da Fala Santana, Ana Catarina Martins. - 2020 BASE Show details 7 How Children with Autism Spectrum Disorder, Developmental Language Disorder, and Typical Language Learn to Produce Global and Local Semantic Features Gladfelter, Allison; Barron, Kacy L.. - : MDPI, 2020 BASE Show details 8 INVESTIGATING THE LOCUS OF THE PHONOLOGICAL DEFICIT IN GREEK CHILDREN WITH DYSLEXIA AND DEVELOPMENTAL LANGUAGE DISORDER: DEGRADED PHONOLOGICAL REPRESENTATIONS OR DEFICIENT PHONOLOGICAL ACCESS? ... Mengisidou, Maria. - : Hellenic Journal of Psychology, 2020 BASE Show details 9 How Children with Autism Spectrum Disorder, Developmental Language Disorder, and Typical Language Learn to Produce Global and Local Semantic Features Allison Gladfelter; Kacy L. Barron In: Brain Sciences ; Volume 10 ; Issue 4 (2020) BASE Show details 10 Apoyos que favorecen la comprensión del lenguaje en niños con Trastorno del Desarrollo del Lenguaje. Más allá de la literalidad de las palabras Moreno Noguera, Sara. - : Universitat Oberta de Catalunya (UOC), 2020 BASE Show details 11 A Distinction Between Linguistic and Social Pragmatics Helps the Precise Characterization of Pragmatic Challenges in Children With Autism Spectrum Disorders and Developmental Language Disorder Andrés-Roqueta, Clara; Katsos, Napoleon. - : American Speech-Language-Hearing Association, 2020 BASE Show details 12 Le rôle des facteurs phonologiques dans le développement des connaissances orthographiques chez l’élève dysphasique francophone du primaire Leonti, Oxana. - 2020 BASE Show details 13 Posttraumatic growth following aphasia: a prospective cohort study of the first year post-stroke Sherratt, Sue; Worrall, Linda. - : Routledge, 2020 BASE Show details

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