Response Latency and Verbal Complexity: Stochastic Models of Individual Differences in Children With Specific Language Impairments

Within-subject statistical modeling techniques were employed to investigate individual differences in the extent to which two possible indicators of processing time predicted changes in utterance complexity during spontaneous discourse for 10 children ages 7;1 to 10;1 with specific language impairme...

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Published inJournal of speech, language, and hearing research Vol. 40; no. 4; pp. 754 - 764
Main Authors Evans, Julia L, Viele, Kert, Kass, Robert E
Format Journal Article
LanguageEnglish
Published United States ASHA 01.08.1997
American Speech-Language-Hearing Association
Subjects
Accuracy
Adult
Adults
Child
Children
Children & youth
Complexity
Comprehension
Feedback (Response)
Humans
Individual Differences
Language
Language Aptitude
Language Disorders - diagnosis
Language Impairments
Language Pathology
Language Processing
Language Tests
Linguistic Theory
Male
Maximum Likelihood Statistics
Mean Length of Utterance
Pauses
Reaction Time
Receptive Language
Response latency
Short Term Memory
Specific language impairment
Speech disorders
Statistical Analysis
Stochastic models
Stochastic Processes
Time
Time Factors
Utterances
Young children
Online AccessGet full text
ISSN1092-4388
1558-9102
DOI10.1044/jslhr.4004.754

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Summary:Within-subject statistical modeling techniques were employed to investigate individual differences in the extent to which two possible indicators of processing time predicted changes in utterance complexity during spontaneous discourse for 10 children ages 7;1 to 10;1 with specific language impairments (SLI) who differed in receptive language abilities. The two indicators of processing time that were modeled were response latency and the use of a specific discourse marker (Verbal Pause) that provided children with additional time to respond. Longer response latencies were not a strong predictor of increased utterance length for any of the children. However, results indicated that children with better receptive skills used substantially more verbal pauses than children with both expressive and receptive deficits and that the use of these pauses was a strong predictor of increased utterance length for children with better comprehension skills.
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ISSN:1092-4388
1558-9102
DOI:10.1044/jslhr.4004.754