There is a large population of children with language impairments (LI) who are at risk for academic and social failure. While children with LI show most difficulty with grammar, they also show limitations in other aspects of language and show subtle cognitive and perceptual-motor problems. To explain this breadth of difficulties, current research has focused on the idea that children with LI have more limited information-processing capacities than other children of the same chronological age. Because they have more limited capacities, the task performance of children with LI is more vulnerable to competing resource demands. When resources are strained, task performance is impaired. This idea is intuitively appealing because of its possible explanatory power and has received widespread attention. However, it has received little systematic examination. Moreover, the methods used to explore limited processing accounts have not been evaluated critically. The long-term goal is to clarify the processing skills of children with LI.
The aim of the proposed project is to test a central hypothesis of limited processing capacity accounts, the generalized slowing hypothesis. In its strongest form, the hypothesis states that children with LI are proportionally slower to complete language, cognitive, and perceptual-motor tasks compared to age-matched children. Regardless of specific task characteristics, the processing speed of children with LI should increase linearly across tasks as a simple multiplicative function of the processing speed of age-matched peers. The hypothesis is tested in three studies that provide converging evidence about the hypothesis and indicate predictors of relative processing speed for children with LI. One hundred children with and without LI participate in 32 experimental tasks that vary task complexity systematically. It is anticipated that generalized slowing will be apparent for children with LI, but that there will be different slowing rates in the language, cognitive, and perceptual-motor domains. Project results will inform theoretical approaches to LI and thus facilitate more effective assessment and intervention strategies for children with LI.

Agency
National Institute of Health (NIH)
Institute
National Institute on Deafness and Other Communication Disorders (NIDCD)
Type
Research Project (R01)
Project #
5R01DC004437-03
Application #
6516246
Study Section
Special Emphasis Panel (ZRG1-BBBP-3 (01))
Program Officer
Cooper, Judith
Project Start
2000-06-01
Project End
2004-05-31
Budget Start
2002-06-01
Budget End
2004-05-31
Support Year
3
Fiscal Year
2002
Total Cost
$168,148
Indirect Cost
Name
University of Minnesota Twin Cities
Department
Psychology
Type
Schools of Arts and Sciences
DUNS #
168559177
City
Minneapolis
State
MN
Country
United States
Zip Code
55455
Danahy, Kerry; Windsor, Jennifer; Kohnert, Kathryn (2007) Counting span and the identification of primary language impairment. Int J Lang Commun Disord 42:349-65
Montgomery, James W; Windsor, Jennifer (2007) Examining the language performances of children with and without specific language impairment: contributions of phonological short-term memory and speed of processing. J Speech Lang Hear Res 50:778-97
Kohnert, Kathryn; Windsor, Jennifer (2004) The search for common ground: Part II. Nonlinguistic performance by linguistically diverse learners. J Speech Lang Hear Res 47:891-903
Windsor, Jennifer; Kohnert, Kathryn (2004) The search for common ground: Part I. Lexical performance by linguistically diverse learners. J Speech Lang Hear Res 47:877-90
Windsor, J; Milbrath, R L; Carney, E J et al. (2001) General slowing in language impairment: methodological considerations in testing the hypothesis. J Speech Lang Hear Res 44:446-61
Windsor, J; Scott, C M; Street, C K (2000) Verb and noun morphology in the spoken and written language of children with language learning disabilities. J Speech Lang Hear Res 43:1322-36