Reference : Analogical reasoning in children with Specific Language Impairment: Evidence from a s...
Scientific congresses and symposiums : Poster
Social & behavioral sciences, psychology : Theoretical & cognitive psychology
http://hdl.handle.net/2268/199425
Analogical reasoning in children with Specific Language Impairment: Evidence from a scene analogy task
English
Krzemien, Magali mailto [Université de Liège > Département de Logopédie > Logopédie clinique >]
Jemel, Boutheina [Université de Montréal - UdeM > Faculté de médecine > École d’orthophonie et d’audiologie > >]
Maillart, Christelle mailto [Université de Liège > Département de Logopédie > Logopédie clinique >]
Jun-2016
A0
Yes
No
International
16th International Clinical Phonetics and Linguistics Association Conference
du 15 au 18 juin 2016
International Clinical Phonetics and Linguistics Association
Halifax
Canada
[en] analogical reasoning ; specific language impairment ; language development
[en] Analogical reasoning development maintains a mutual influence with language acquisition: the use of relational labels helps to resolve analogical reasoning tasks (Christie & Gentner, 2014) while analogical reasoning enables the acquisition of new linguistic concepts or structures (Gentner & Namy, 2006). This link has driven some authors to examine the analogical reasoning ability of children with Specific Language Impairment. Those children have poorer analogical reasoning performance than their age-matched peers without language disorders (Leroy et al., 2012 ; Leroy et al., 2014). So, children with SLI seem to have an analogical reasoning weakness which could be linked to their language disorders. Thus, our goal here is to measure the ability of children with SLI to solve analogies, and to compare it to chronological age-matched but also to linguistic age-matched peers without language disorders. Our hypotheses here are the followings: children with SLI have weaker analogical reasoning competence compared to chronological age-matched peers and similar or weaker analogical reasoning competence compared to language-matched peers. To test these hypotheses, we use a scene analogy task composed of pictures of 20 relations (Richland et al., 2006) varying in relational complexity (binary or ternary relations) and in perceptual distraction. Twenty children with SLI are matched to chronological age and linguistic age peers without language disorders. Children with SLI have poorer performance then their age-matched peers but they have similar performance to their language-matched peers. This data reinforces the idea of a link between analogical reasoning and language, also in children with SLI. However, the nature of this link should still be clarified.
Université de Liège
Fonds de la Recherche Scientifique (Communauté française de Belgique) - F.R.S.-FNRS
Impact du développement analogique sur l'acquisition du langage – études en pathologie
Researchers ; Students
http://hdl.handle.net/2268/199425

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