PROCESSING ABILITIES OF CHILDREN WITH SPECIFIC LANGUAGE IMPAIRMENT

许多有特殊语言障碍（SLU）的儿童在处理语言和非语言材料的任务中表现不佳。这些发现导致了这样的建议，这些儿童有有限的处理能力，定义为限制在两个材料的数量，可以整合和存储，以及整合和存储的速度可以发生。这两个互补的途径调查处理能力的任务和响应时间为基础的处理速度的任务，八至十年级的儿童与SLI的表现进行了比较，正常发展的同龄人，以及一组儿童的非语言认知以及语言能力的限制。儿童的表现的配置文件将被检查，以确定在何种程度上他们的处理限制可以被视为一般，包括非语言以及语言能力。 儿童的表现的配置文件将被检查，以确定在何种程度上他们的处理限制可以被视为一般，包括非语言以及语言功能领域。还将检查二年级和三年级同一儿童的研究结果，以确定儿童处理能力的稳定性，以及儿童早期处理任务的表现在多大程度上可以预测后期的语言能力。孩子们还将参与使用事件相关电位（ERP）记录的任务。从这些任务的数据应表明是否在SLI儿童的语言和非语言处理的神经子系统反映了相同的组织和时间的特点，在典型的发展中国家的儿童。

Many children with specific language impairment (SLU) perform poorly on tasks requiring them to process linguistic and non-linguistic material. These findings have led to the proposal that these children have limited processing capacities, defined as a limitation in both the amount of material that can be integrated and stored, and the speed with which integration and storage can occur. These two complementary avenues of investigation processing capacity tasks and response time-based processing speed tasks, the performance of eight to tenth grade children with SLI will be compared to that of normally developing peers, and to that of a group of children with limitations on non-linguistic cognitive as well as linguistic ability. The profiles of the children's performance will be examined to determine the degree to which their processing limitations can be viewed as general, covering non-linguistic as well as linguistic ability. The profiles of the children's performance will be examined to determine the degree to which their processing limitations can be viewed as general, covering non-linguistic as well as linguistic areas of functioning. Findings from the same children in second and third grade will also be examined to determine the stability of the children's processing abilities, and the degree to which the children's earlier performance on processing tasks can predict later language abilities. The children will also participate in tasks employing event-related potential (ERP) recordings. Data from these tasks should indicate whether the neural subsystems for linguistic and non-linguistic processing in children with SLI reflect the same organizational and temporal characteristics seen in typically developing children.