Abdul Aziz, Safiyyah Fletcher, Janet and Bayliss, Donna M. 2016. Self-regulatory speech during planning and problem-solving in children with SLI and their typically developing peers. International Journal of Language & Communication Disorders,
Abdul Aziz, Safiyyah Fletcher, Janet and Bayliss, Donna M. 2016. The Effectiveness of Self-regulatory Speech Training for Planning and Problem Solving in Children with Specific Language Impairment. Journal of Abnormal Child Psychology, Vol. 44, Issue. 6, p. 1045.
Kirke-Smith, Mimi Henry, Lucy A. and Messer, David 2016. The Effect of Maltreatment Type on Adolescent Executive Functioning and Inner Speech. Infant and Child Development, Vol. 25, Issue. 6, p. 516.
Peyre, Hugo Galera, Cedric van der Waerden, Judith Hoertel, Nicolas Bernard, Jonathan Y. Melchior, Maria and Ramus, Franck 2016. Relationship between early language skills and the development of inattention/hyperactivity symptoms during the preschool period: Results of the EDEN mother-child cohort. BMC Psychiatry, Vol. 16, Issue. 1,
Shaun Goh Kok Yew, and O’Kearney, Richard 2016. Language Difficulty at School Entry and the Trajectories of Hyperactivity-Inattention Problems from Ages 4 to 11: Evidence from a Population-Representative Cohort Study. Journal of Abnormal Child Psychology,
Williams, David M. Peng, Cynthia and Wallace, Gregory L. 2016. Verbal Thinking and Inner Speech Use in Autism Spectrum Disorder. Neuropsychology Review, Vol. 26, Issue. 4, p. 394.
Aro, Tuija Poikkeus, Anna-Maija Laakso, Marja-Leena Tolvanen, Asko and Ahonen, Timo 2015. Associations between private speech, behavioral self-regulation, and cognitive abilities. International Journal of Behavioral Development, Vol. 39, Issue. 6, p. 508.
Baldo, Juliana V. Paulraj, Selvi R. Curran, Brian C. and Dronkers, Nina F. 2015. Impaired reasoning and problem-solving in individuals with language impairment due to aphasia or language delay. Frontiers in Psychology, Vol. 6,
Haebig, Eileen Kaushanskaya, Margarita and Ellis Weismer, Susan 2015. Lexical Processing in School-Age Children with Autism Spectrum Disorder and Children with Specific Language Impairment: The Role of Semantics. Journal of Autism and Developmental Disorders, Vol. 45, Issue. 12, p. 4109.
Iao, Lai-Sang Tsang, Yuen Ting Wong, Mei Yin and Ho, Hin Yui 2015. Talking while thinking about another's mind in preschoolers: Evidence of getting Vygotskian about social cognition. Early Childhood Research Quarterly, Vol. 31, p. 1.
Kapa, Leah L. and Plante, Elena 2015. Executive Function in SLI: Recent Advances and Future Directions. Current Developmental Disorders Reports, Vol. 2, Issue. 3, p. 245.
Marshall, ChloÃ« Jones, Anna Denmark, Tanya Mason, Kathryn Atkinson, Joanna Botting, Nicola and Morgan, Gary 2015. Deaf children's non-verbal working memory is impacted by their language experience. Frontiers in Psychology, Vol. 6,
Park, Jisook Mainela-Arnold, Elina and Miller, Carol A. 2015. Information processing speed as a predictor of IQ in children with and without specific language impairment in grades 3 and 8. Journal of Communication Disorders, Vol. 53, p. 57.
Reed, Helen C. Stevenson, Claire Broens-Paffen, Marije Kirschner, Paul A. and Jolles, Jelle 2015. Third graders’ verbal reports of multiplication strategy use: How valid are they?. Learning and Individual Differences, Vol. 37, p. 107.
Alderson-Day, Ben 2014. Verbal Problem-Solving Difficulties in Autism Spectrum Disorders and Atypical Language Development. Autism Research, Vol. 7, Issue. 6, p. 720.
Kuvalja, Martina Verma, Mohini and Whitebread, David 2014. Patterns of co-occurring non-verbal behaviour and self-directed speech; a comparison of three methodological approaches. Metacognition and Learning, Vol. 9, Issue. 2, p. 87.
Botting, Nicola Psarou, Popi Caplin, Tamara and Nevin, Laura 2013. Short-Term Memory Skills in Children With Specific Language Impairment. Topics in Language Disorders, Vol. 33, Issue. 4, p. 313.
Davis, Paige E. Meins, Elizabeth and Fernyhough, Charles 2013. Individual differences in children’s private speech: The role of imaginary companions. Journal of Experimental Child Psychology, Vol. 116, Issue. 3, p. 561.
Private speech (PS) and inner speech (IS) are thought to be functionally important for children's and adults’ cognition, but they have not been studied systematically in children with specific language impairment (SLI). Participants were 21 children with SLI (7–11 years, expressive or receptive verbal IQ ≤ 75, nonverbal IQ ≥ 84) and 21 age- and nonverbal IQ-matched controls. Participants completed three sets of Tower of London problems: one with no dual task (PS condition), one with articulatory suppression, and one while foot tapping (control condition). Participants also completed a digit span task. There was no group difference in the susceptibility of Tower of London performance to articulatory suppression, but the PS of the SLI group was less internalized than that of the controls on both tasks. The findings suggest that children with SLI experience a significant delay in the development of PS/IS, but that their PS/IS is effective for Tower of London performance in middle childhood. Findings are discussed with reference to the interpretation of the nonlinguistic deficits associated with SLI, and in terms of clinical implications.
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