Jim Pt. 1

goal of therapy for DLD kids and adolescents

Enhance language knowledge (build vocab, enhance syntactic knowledge, and enhance text structure knowledge) and enhance language processing automaticity to help improving chunking, working memory, conserve resources, etc.

does poverty/SES cause DLD?

no but it can exacerbate it

is DLD a life long issue?

yeah and it can change over time and display more broad lexical deficits (like abstract and figurative language)

poorer academics → lower college graduate rates → poorer employment opportunities

Vocab in DLD

they know fewer words and fewer word meanings

knowledge connection is weaker

this can develop with age due to poor reading comp/poor syntactic knowledge

speed of processing in DLD kids shows that they are

slower verbal, nonverbal, and cross-modal processors

how is visual STM and visual WM in DLD kids compared to TD ones?

it is the same as their TD peers

what does working memory predict?

vocabulary learning

grammar learning

narrative learning

reduced WM in DLD kids affects vocab and grammar learning because…

they have a hard time maintaining phonological forms while encoding syntactic/semantic features and context

are the systems of fluid IQ, controlled attention, working memory, and language (lexical, sentence, narrative) unique from each other and do TD and DLD show the same structure?

Yes the cognitive systems are separate (but related) and the structures are the same for TD and DLD kids!

do DLD kids improve WM with age the way TD kids do? And do they ever bridge the gap in WM?

yes they do improve with age the way TD kids do, but they never bridge that gap in WM, which shows why DLD lang and academic learning deficits are so strongly linked to WM

why is syntactic comprehension important?

syntax is central to sentence (auditory) comp → which predicts reading comp → which [reading comp] is the strongest predictor of academic success → [reading comp and syntactic knowledge] is what drives majority of new word learning

review sentence structure

yes maam

fluid reasoning

novel pattern recognition

analytic reasoning

like pattern or sequencing tests

controlled attention (CATT)

sustained attention

attention switching

Language LTM (crystalized knowledge)

knowledge of word order patterns and input chunking

LTM: simple (canonical)

NVN multiword chunks like SVO and subject relative

LTM: Complex (noncanonical)

passive or subject-OBJECT relative sentences