ArticleJournal of speech, language, and hearing research : JSLHR2018
Cognitive Predictors of Spoken Word Recognition in Children With and Without Developmental Language Disorders.
Article in Journal of speech, language, and hearing research : JSLHR, 2018. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 13 papers, 1 of them a synthesis that pooled it.
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Who cites it
13 citing papers in PubMed, 1 synthesis or guideline pooled it, 24 citations in OpenAlex.
- Executive functions in children with developmental language disorder: a systematic review and meta-analysis.Frontiers in neuroscience · 2024Pooled it
- A Comparison of the Storage-Only Deficit and Joint Mechanism Deficit Hypotheses of the Verbal Working Memory Storage Capacity Limitation of Children With Developmental Language Disorder.Journal of speech, language, and hearing research : JSLHR · 2019Trial
- Interactive Effects of Executive Function and Language Ability on Children's Cross-Situational Word Learning.Journal of speech, language, and hearing research : JSLHR · 2026Article
- Using Predictive Performance from an Elastic Net Regression to Classify Developmental Language Disorder (DLD).Annals of otolaryngology and rhinology · 2025Article
- Home Language Experience Shapes Which Skills Are Used during Unfamiliar Speech Processing.Languages (Basel, Switzerland) · 2024Article
- A maturational frequency discrimination deficit may explain developmental language disorder.Psychological review · 2024Article
- Children With Developmental Language Disorder Show Deficits in the Production of Musical Rhythmic Groupings.Journal of speech, language, and hearing research : JSLHR · 2023Article
- Under-resourced or overloaded? Rethinking working memory deficits in developmental language disorder.Psychological review · 2022Article
- Executive Function, Working Memory, and Verbal Fluency in Relation to Non-Verbal Intelligence in Greek-Speaking School-Age Children with Developmental Language Disorder.Brain sciences · 2021Article
- Consistency of a Nonword Repetition Task to Discriminate Children with and without Developmental Language Disorder in Catalan-Spanish and European Portuguese Speaking Children.Children (Basel, Switzerland) · 2021Article
- Cognitive Processes Related to Memory Capacity Explain Nearly All of the Variance in Language Test Performance in School-Age Children With and Without Developmental Language Disorder.Frontiers in psychology · 2021Article
- Time-Gated Word Recognition in Children: Effects of Auditory Access, Age, and Semantic Context.Journal of speech, language, and hearing research : JSLHR · 2019Article
- Individual Versus Small Group Treatment of Morphological Errors for Children With Developmental Language Disorder.Language, speech, and hearing services in schools · 2019Article
Corrections and comments
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Authors and funding
3 authors at 3 institutions in 1 country.
Funding
Abstract
Purpose: This study examined the influence of cognitive factors on spoken word recognition in children with developmental language disorder (DLD) and typically developing (TD) children. Method: Participants included 234 children (aged 7;0-11;11 years;months), 117 with DLD and 117 TD children, propensity matched for age, gender, socioeconomic status, and maternal education. Children completed a series of standardized assessment measures, a forward gating task, a rapid automatic naming task, and a series of tasks designed to examine cognitive factors hypothesized to influence spoken word recognition including phonological working memory, updating, attention shifting, and interference inhibition. Results: Spoken word recognition for both initial and final accept gate points did not differ for children with DLD and TD controls after controlling target word knowledge in both groups. The 2 groups also did not differ on measures of updating, attention switching, and interference inhibition. Despite the lack of difference on these measures, for children with DLD, attention shifting and interference inhibition were significant predictors of spoken word recognition, whereas updating and receptive vocabulary were significant predictors of speed of spoken word recognition for the children in the TD group. Conclusion: Contrary to expectations, after controlling for target word knowledge, spoken word recognition did not differ for children with DLD and TD controls; however, the cognitive processing factors that influenced children's ability to recognize the target word in a stream of speech differed qualitatively for children with and without DLDs.
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