PROCESSING ABILITIES OF CHILDREN WITH SPECIFIC LANGUAGE IMPAIRMENT

许多患有特殊语言障碍（SLU）的儿童在处理语言和非语言材料的任务中表现不佳。这些发现导致人们提出，这些儿童的处理能力有限，即可以整合和存储的材料数量有限，整合和存储的速度也有限。通过调查处理能力任务和基于反应时间的处理速度任务这两种互补的途径，将八至十年级特殊语言障碍儿童的表现与正常发展的同龄人的表现进行比较，并与一组非语言认知和语言能力有限制的儿童的表现进行比较。将检查儿童的表现概况，以确定他们的处理限制可以被视为一般的程度，包括非语言能力和语言能力。将审查儿童的表现概况，以确定他们的处理限制可以被视为一般的程度，包括非语言和语言功能领域。研究人员还将对这些二年级和三年级儿童的研究结果进行检查，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他们后来的语言能力。孩子们还将参与使用事件相关电位（ERP）记录的任务。这些任务的数据应该表明，特殊语言障碍儿童的语言和非语言加工的神经子系统是否反映了与正常发育儿童相同的组织和时间特征。

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.