Impact of processing load on analogical mapping with visual sequences in children with developmental language disorders (DLD)

Krzemien, Magali; Maillart, Christelle; Parisse, Christophe; Leroy, Sandrine

doi:10.1111/1460-6984.12446

Article (Scientific journals)

Impact of processing load on analogical mapping with visual sequences in children with developmental language disorders (DLD)

Krzemien, Magali; Maillart, Christelle; Parisse, Christophe et al.

2018 • In International Journal of Language and Communication Disorders

Peer Reviewed verified by ORBi

Permalink
https://hdl.handle.net/2268/230393

DOI
10.1111/1460-6984.12446

PubMed
30536567

Files (1)Send to Details Statistics Bibliography Similar publications

Files

Full Text

IJLCD_analogical mapping and processing load in children with DLD.pdf

Author postprint (901.81 kB)

Download

All documents in ORBi are protected by a user license.

Send to

RIS BibTex APA Chicago Permalink X Linkedin

Details

Keywords :

children with developmental language disorders; analogical reasoning; usage-based theory; morphosyntactic development

Abstract :

[en] Background: Analogical mapping is a domain-general cognitive process which is notably used in language development, and particularly in the abstraction of construction schemas. Children with developmental language disorders (DLD) display an impairment in linguistic productivity and creativity, which can be linked to a lack of generalization of construction schemas. Aims: The current study aimed at investigating analogical mapping in children with DLD, and especially the influence of processing load, as it could explain the lack of creativity observed in children with DLD. We hypothesized that analogical mapping is altered in children with DLD and that greater cognitive load (sequential presentation and no perceptual support) would be linked to poorer performance in these children. Methods and procedures: Fifteen children with DLD and their age-matched peers were administrated a visual analogical reasoning task where children have to complete a sequence sharing the same relational structure as previously presented sequences. Two factors influencing processing load were studied: the modality of presentation (sequential vs. simultaneous) and the perceptual support (with vs. without). Outcomes and results: Results showed an expected group effect with poorer performance in children with DLD compared to children with TLD. Results corroborated hypotheses according to which children with DLD have difficulties with analogical mapping, which could hinder their abstraction of construction schemas. Results about the influence of processing load were mixed. While the difference between the two groups was more marked for the items without perceptual support than for the items with perceptual support, children with DLD were not more affected by the sequential presentation than children with TLD. Conclusions and implications: Children with DLD have impaired analogical mapping competences, especially when the relational similarities are not supported by perceptual cues. This impairment may be the cause of their difficulties in abstracting construction schemas, thus provoking their poor linguistic productivity and creativity. However, more studies are needed to confirm this hypothesis, as the influence of analogical reasoning on language development could also be reversed or could be linked to another external factor.

Disciplines :

Theoretical & cognitive psychology

Author, co-author :

Krzemien, Magali ; Université de Liège - ULiège > Département de Logopédie > Logopédie clinique

Maillart, Christelle ; Université de Liège - ULiège > Département de Logopédie > Logopédie clinique

Parisse, Christophe; Université de Paris Ouest Nanterre La Défense > Modyco-Inserm

Leroy, Sandrine ; Université de Liège - ULiège > Département de Logopédie > Logopédie clinique

Language :

English

Title :

Impact of processing load on analogical mapping with visual sequences in children with developmental language disorders (DLD)

Publication date :

2018

Journal title :

International Journal of Language and Communication Disorders

ISSN :

1368-2822

eISSN :

1460-6984

Publisher :

Wiley-Blackwell, United States

Peer reviewed :

Peer Reviewed verified by ORBi

Available on ORBi :

since 21 December 2018

Statistics

Number of views

129 (15 by ULiège)

Number of downloads

365 (9 by ULiège)

More statistics

Scopus citations^®

Scopus citations^®
without self-citations

OpenCitations

Bibliography

Baddeley, A., 1992, Working memory. Science, 255(5044), 556–559.
Bybee, J., 2010, Language, Usage and Cognition (Cambridge: Cambridge University Press).
Chen, Z., 1996, Children's analogical problem solving: the effects of superficial, structural, and procedural similarity. Journal of Experimental Child Psychology, 62, 410–431.
Childers, J. B., 2011, Attention to multiple events helps two-and-a-half-year-olds extend new verbs. First Language, 31(1), 3–22.
Christensen, R. V. and Hansson, K., 2012, The use and productivity of past tense morphology in specific language impairment: an examination of Danish. Journal of Speech, Language, and Hearing Research, 55(6), 1671–1689.
Christie, S. and Gentner, D., 2010, Where hypotheses come from: Learning new relations by structural alignment. Journal of Cognition and Development, 11(3), 356–373.
Chuderski, A., 2015, Why people fail on the fluid intelligence tests. Journal of Individual Differences, 36(3), 138–149.
Collisson, B. A., Grela, B., Spaulding, T., Rueckl, J. G. and Magnuson, J. S., 2015, Individual differences in the shape bias in preschool children with specific language impairment and typical language development: theoretical and clinical implications. Developmental Science, 3, 373–388.
Conti-Ramsden, G. and Windfuhr, K., 2002, Productivity with word order and morphology: a comparative look at children with SLI and children with normal language abilities. International Journal of Language and Communication Disorders, 37(1), 17–30.
Denaes, C. and Berger, J. L., 2014, Analogical reasoning in adolescents with intellectual disability: effects of external memories and time processing. Journal of Research in Special Educational Needs, 14(2), 82–95.
Earle, F. S., Gallinat, E. L., Grela, B. G., Lehto, A. and Spaulding, T. J., 2017, Empirical implications of matching children with specific language impairment to children with typical development on nonverbal IQ. Journal of Learning Disabilities, 50(3), 252–260.
Gabriel, A., Meulemans, T., Parisse, C. and Maillart, C., 2015, Procedural learning across modalities in French-speaking children with developmental language disorders. Applied Psycholinguistics, 36(3), 747–769.
Gentner, D., 1983, Structure-mapping: a theoretical framework for analogy. Cognitive Science, 7(2), 155–170.
Gentner, D., 1988, Metaphor as structure mapping: the relational shift. Child Development, 59(1), 47–59.
Gentner, D., Anggoro, F. K. and Klibanoff, R. S., 2011, Structure mapping and relational language support children's learning of relational categories. Child Development, 82(4), 1173–1188.
Gentner, D. and Colhoun, J., 2010, Analogical processes in human thinking and learning. In B. Glatzeder, V. Goel and A. Müller (eds), Towards a Theory of Thinking (Berlin: Springer), pp 35–48.
Gentner, D. and Markman, A. B., 1997, Structure mapping in analogy and similarity. American Psychologist, 52(1), 45–56.
Gentner, D. and Namy, L. L., 1999, Comparison in the development of categories. Cognitive Development, 14(4), 487–513.
Gentner, D. and Namy, L. L., 2006, Analogical processes in language learning. Current Directions in Psychological Science, 15(6), 297–301.
Gentner, D. and Smith, L., 2012, Analogical reasoning. In V. Ramachandran (ed.), Encyclopedia of Human Behavior, 2nd edn (Oxford: Elsevier), pp. 130–136.
Gentner, D. and Smith, L. A., 2013, Analogical learning and reasoning. In D. Reisberg (ed.), The Oxford Handbook of Cognitive Psychology (Oxford: Oxford University Press), pp. 668–681.
Goldberg, A. E., 2003, Constructions: a new theoretical approach to language. Trends in Cognitive Sciences, 7(5), 219–224.
Gómez, R. L. and Gerken, L., 2000, Infant artificial language learning and language acquisition. Trends in Cognitive Sciences, 4(5), 178–186.
Hsu, H. J. and Bishop, D. V., 2010, Grammatical difficulties in children with specific language impairment: is learning deficient? Human Development, 53(5), 264–277.
Im-Bolter, N., Johnson, J. and Pascual-Leone, J., 2006, Processing limitations in children with developmental language disorders: the role of executive function. Child Development, 77(6), 1822–1841.
Khomsi, A., 2001, ELO: évaluation du langage oral (Paris: ECPS).
Krawczyk, D. C., Kandalaft, M. R., Didehbani, N., Allen, T. T., Mcclelland, M. M., Tamminga, C. A. and Chapman, S. B., 2014, An investigation of reasoning by analogy in schizophrenia and autism spectrum disorder. Frontiers in Human Neuroscience, 8, 517.
Kroll, J. F. and Potter, M. C., 1984, Recognizing words, pictures, and concepts: a comparison of lexical, object, and reality decisions. Journal of Verbal Learning and Verbal Behavior, 23, 39–66.
Krzemien, M., Jemel, B. and Maillart, C., 2017, Analogical reasoning in children with developmental language disorders: evidence from a scene analogy task. Clinical Linguistics and Phonetics, 31, 573–588.
Leonard, L. B., Davis, J. and Deevy, P., 2007, Phonotactic probability and past tense use by children with developmental language disorders and their typically developing peers. Clinical Linguistics and Phonetics, 21, 747–758.
Leroy, S., Maillart, C. and Parisse, C., 2014a, Analogical mapping across modalities in children with developmental language disorders (DLD). Research in Developmental Disabilities, 35(9), 2158–2171.
Leroy, S., Parisse, C. and Maillart, C., 2012, Analogical reasoning in children with developmental language disorders. Clinical Linguistics and Phonetics, 26(4), 380–395.
Leroy, S., Parisse, C. and Maillart, C., 2014b, Le manque de généralisation chez les enfants dysphasiques: Une étude longitudinale. ANAE, 131, 1–9.
Marton, K., Kelmenson, L. and Pinkhasova, M., 2007, Inhibition control and working memory capacity in children with DLD. Psychologia: International Journal of Psychology in the Orient, 50(2), 110–121.
Marton, K. and Schwartz, R. G., 2003, Working memory capacity and language processes in children with developmental language disorders. Journal of Speech, Language, and Hearing Research, 46(5), 1138–1153.
Marshall, J., 2003, Noun-verb dissociations–Evidence from acquisition and developmental acquired impairments. Journal of Neurolinguistics, 16(2-3), 67–84.
Masterson, J. J., Evans, L. H. and Aloia, M., 1993, Verbal analogical reasoning in children with language-learning disabilities. Journal of Speech and Hearing Research, 36, 76–82.
Mussweiler, T. and Epstude, K., 2009, Relatively fast! Efficiency advantages of comparative thinking. Journal of Experimental Psychology: General, 138(1), 1–21.
Raven, J., 2003, Raven progressive matrices. In R. S. McCallum (ed.), Handbook of Nonverbal Assessment (Boston, MA: Springer), pp. 223–237.
Riches, N., Faragher, B. and Conti-Ramsden, G., 2006, Verb schema use and input dependence in 5-year-old children with developmental language disorders (DLD). International Journal of Language and Communication Disorders, 41(2), 117–135.
Richland, L. E. and Morrison, R. G., 2010, Is analogical reasoning just another measure of executive functioning? [Comment/Reply]. Frontiers in Human Neuroscience, 4, 180.
Richland, L. E., Morrison, R. G. and Holyoak, K. J., 2006, Children's development of analogical reasoning: insights from scene analogy problems. Journal of Experimental Child Psychology, 94(3), 249–273.
Richland, L. E. and Simms, N., 2015, Analogy, higher order thinking, and education. WIREs Cognitive Science, 6, 177–192.
Roehm, M. L. and Sternthal, B., 2001, The moderating effect of knowledge and resources on the persuasive impact of analogies. Journal of Consumer Research, 28(2), 257–272.
Sahyoun, C. P., Soulieres, I., Belliveau, J. W., Mottron, L. and Mody, M., 2009, Cognitive differences in pictorial reasoning between high-functioning autism and Asperger's syndrome. Journal of Autism and Developmental Disorders, 39(7), 1014–1023.
Schneider, W., Eschman, A. and Zuccolotto, A., 2002, E-Prime (Version 2.0) (Pittsburgh, PA: Psychology Software Tools).
Schwartz, R. G., 2009, Developmental language disorders. In R. G. Schwartz (ed.), Handbook of Child Language Disorders (New York, NY: Psychology Press), pp. 3–43.
Skipp, A., Windfuhr, K. L. and Conti-Ramsden, G., 2002, Children's grammatical categories of verb and noun: a comparative look at children with developmental language disorders (DLD) and normal language (NL). International Journal of Language and Communication Disorders, 37(3), 253–271.
Thibaut, J.-P., French, R. and Vezneva, M., 2010, The development of analogy making in children: cognitive load and executive functions. Journal of Experimental Child Psychology, 106(1), 1–19.
Tomas, E., Demuth, K. and Petocz, P., 2017, The role of frequency in learning morphophonological alternations: implications for children with specific language impairment. Journal of Speech, Language, and Hearing Research, 60(5), 1316–1329.
Tomasello, M., 2009, The usage-based theory of language acquisition. In E. L. Bavin (ed.), The Cambridge Handbook of Child Language (Cambridge: Cambridge University Press), pp. 69–88.
Vugs, B., Cuperus, J., Hendriks, M. and Verhoeven, L., 2013, Visuospatial working memory in specific language impairment: a meta-analysis. Research in Developmental Disabilities, 34(9), 2586–2597.
Waltz, J. A., Lau, A., Grewal, S. K. and Holyoak, K. J., 2000, The role of working memory in analogical mapping. Memory and Cognition, 28(7), 1205–1212.
Wechsler, D. and Naglieri, J., 2009, Echelle non verbale d'intelligence de Wechsler (Montreuil: ECPA).