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Are children with language impairment more vulnerable to symbolic tasks of intelligence than children without language impairment? |
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Maria R Munoz - UT Austin
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Elizabeth Pena - UT Austin
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Lisa Bedore - UT Austin
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| SRCLD Year: |
2013 |
| Presentation Type: |
Poster Presentation |
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(na) |
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| - Assessment |
| - Cognition/Language |
| - Language Impairment, School Age |
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Nonverbal IQ tasks are typically used as part of the diagnostic criteria for SLI. They are also recommended for use with children whose first and primary language is not English. The advantage of nonverbal tasks is the reduction of the linguistic load on tests of IQ. But, depending on the specific task, nonverbal IQ may still pose verbal demands on the individual taking the test. We compared bilingual children on symbolic (Symbolic Memory, SM) and nonsymbolic (Cube Design, CD) reasoning tasks subtests of the Universal Nonverbal Intelligence Test (UNIT; Bracken & McCallum, 1998). These were administered to a sample of 167 bilingual kindergarteners, 21 diagnosed with SLI. Repeated measures ANOVA analysis revealed that when compared to TD peers, children with SLI obtained lower scores on SM but not on CD. This research was supported by a grant from the NIH-NIDCD. |
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