Journal of Communication Disorders最新文献

{"title":"Lexical organization in Spanish-speaking children with hearing loss","authors":"Elsa M. Vargas-García ,&nbsp;Haydée Carrasco-Ortíz ,&nbsp;Natalia Arias-Trejo","doi":"10.1016/j.jcomdis.2025.106556","DOIUrl":"10.1016/j.jcomdis.2025.106556","url":null,"abstract":"<div><h3>Introduction</h3><div>Early language deprivation in children with hearing loss is an important cause of later language delays and hinders lexical organization. By studying how lexical organization affects lexical retrieval, it is possible to further understand lexical processing in children with hearing loss and their hearing peers.</div></div><div><h3>Methods</h3><div>The purpose of this study is to evaluate lexical organization among children with hearing loss. To this end, 43 children, divided into two groups, participated in two language production experiments. The deaf and hard-of-hearing (DHH) group consisted of 21 children with hearing loss who use either a cochlear implant or a hearing aid and oral language as their main means of communication; the typical hearing (TH) group consisted of 22 children with no hearing difficulties, paired by age to the DHH group. Experiment 1 consisted of a semantic verbal fluency task (SVF); lexical organization was evaluated through the grouping strategies used by participants within the semantic categories presented for the task. Experiment 2 consisted of a free word association task (FWA); lexical organization was evaluated through the types of lexical relations present between stimulus and response. To assess lexical retrieval we used, in Experiment 1 (SVF), the number of items produced in one minute, and in Experiment 2 (FWA), the response times.</div></div><div><h3>Results</h3><div>Lexical organization showed contrasting patterns in both tasks. Similarities between groups were found in grouping strategies in the SVF, but dissimilarities were unveiled in the FWA concerning the proportions in the types of lexical relations presented by both groups. Lexical retrieval evidenced group differences: children with hearing loss showed a less efficient retrieval strategy in the SVF and slower response times in the FWA than their typical hearing counterparts.</div></div><div><h3>Conclusions</h3><div>These results indicate that both groups show similar lexical organization in grouping strategies within a category. However, children with hearing loss have fewer word relations involving lexical abstraction compared to their hearing peers. Moreover, children with hearing loss use different strategies than their hearing peers to retrieve words from their mental lexicon. Suggestions for clinical applications in language therapy are provided.</div></div>","PeriodicalId":49175,"journal":{"name":"Journal of Communication Disorders","volume":"117 ","pages":"Article 106556"},"PeriodicalIF":1.8,"publicationDate":"2025-07-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144704331","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Mapping 74 years in acoustic analysis of voice disorders: A bibliometric review and future research directions","authors":"Ahmed M. Yousef ,&nbsp;Lady Catherine Cantor-Cutiva ,&nbsp;Eric J. Hunter","doi":"10.1016/j.jcomdis.2025.106555","DOIUrl":"10.1016/j.jcomdis.2025.106555","url":null,"abstract":"<div><h3>Purpose</h3><div>This paper conducts a bibliometric analysis to identify and examine the strengths, gaps, and trends in research on acoustic voice assessment for voice disorders.</div></div><div><h3>Methods</h3><div>A bibliometric analysis was performed on journal articles about voice disorders and acoustic voice assessment in English, Spanish, and Portuguese using seven indexed databases. The analyzed bibliometric parameters included publication year, authors, institutions, countries, journals, subject areas, and keywords. VOSviewer software was used for keyword co-occurrence analysis and authorships network analysis. The initial search yielded 6532 publications, with 1253 relevant papers after screening (1951–2024).</div></div><div><h3>Results</h3><div>Publications in acoustic voice assessment had 74 years of exponential growth (25 % published after 2021). The publishing journals covered 80 categories and subjects. Artificial Intelligence, though recent, was among the top journal subjects. Health conditions like dementia, Alzheimer’s, Amyotrophic lateral sclerosis, and depression were underassessed compared to Parkinson’s. The literature focused on four separate themes: physiology of voice-affecting conditions; speech acoustics for evaluating dysphonia; speech production measurements for treating voice disorders; machine learning integration for voice disorder assessment.</div></div><div><h3>Conclusions</h3><div>Taking a wide view of acoustic voice assessment demonstrated research strengths and gaps—highlighting where it is used and not used—and the co-occurrence of various voice assessment topics. These insights reveal future opportunities to implement acoustic voice assessment.</div></div>","PeriodicalId":49175,"journal":{"name":"Journal of Communication Disorders","volume":"117 ","pages":"Article 106555"},"PeriodicalIF":1.8,"publicationDate":"2025-07-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144695466","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Economic cost of language disorders in childhood: Evidence from Saudi Arabia","authors":"Yara Aljahlan ,&nbsp;Roaa Alsulaiman ,&nbsp;Haifa Alroqi ,&nbsp;Alaa Almohammadi ,&nbsp;Khadeejah Alaslani ,&nbsp;Aalya Albeeshi ,&nbsp;Fahad Alnemary","doi":"10.1016/j.jcomdis.2025.106552","DOIUrl":"10.1016/j.jcomdis.2025.106552","url":null,"abstract":"<div><h3>Purpose</h3><div>This study aimed to examine the economic burden of language disorders (LDs) on families and identify key contributing factors, including time to diagnosis, parental education, and household income. We investigated whether a delay in diagnosis leads to increased costs.</div></div><div><h3>Method</h3><div>We surveyed 110 families of children aged 3–17 years diagnosed with LDs, assessing direct and indirect costs alongside factors such as parental education, household income, and time to diagnosis.</div></div><div><h3>Results</h3><div>Findings highlight the financial impact of LD, with an annual mean cost of SR 9862 for out-of-pocket LD-related therapeutic services, SR 4796 for out-of-pocket medical expenses, and SR 2132 for expenses related to travel to healthcare facilities. Regression analysis revealed that time to diagnosis and maternal education were the strongest predictors of total healthcare-related costs, including medical expenses and therapeutic services. Delayed diagnosis significantly increased the financial burden, with families of late-diagnosed children incurring an average additional annual cost of SR 6793. Each additional year of parental education reduced annual total costs by SR 3995, accounting for 23 % of the total cost.</div></div><div><h3>Conclusion</h3><div>These findings emphasize the financial strain on families of children with LDs, particularly those with lower maternal education and delayed diagnoses. Notably, early diagnosis was associated with significant annual financial savings, reducing total costs by an average of SR 6793 per year. The results highlight the importance of early intervention policies and accessible support systems to reduce long-term costs and improve outcomes for children with LDs.</div></div>","PeriodicalId":49175,"journal":{"name":"Journal of Communication Disorders","volume":"117 ","pages":"Article 106552"},"PeriodicalIF":1.8,"publicationDate":"2025-07-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144632147","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Effect of feedback type and self-selected practice schedule on speech fluency during aphasia script treatment","authors":"Gerald C. Imaezue ,&nbsp;Mira Goral","doi":"10.1016/j.jcomdis.2025.106553","DOIUrl":"10.1016/j.jcomdis.2025.106553","url":null,"abstract":"<div><h3>Introduction</h3><div>Aphasia, particularly in persons with nonfluent aphasia (PWNA), disrupts speech fluency. Script treatment—delivered with recursive self-feedback (RSF) or external feedback (EF)—has been shown to improve fluency in PWNA. Evidence from anomia treatment suggests that structured practice schedule (continuous vs. discontinuous) may further influence outcomes. However, it remains unknown how feedback type and PWNA’s self-selected practice schedules—reflecting the variability of real-life routines—interact to influence language outcomes. This study introduces a novel self-selected practice schedule approach and examines its interaction with feedback type on speech fluency in PWNA.</div></div><div><h3>Method</h3><div>Using a cross-over design, four PWNA engaged in script production with RSF or EF over two intensive treatment blocks. They practiced for two hours daily across two to three weeks per block. The outcome metrics were speaking rate and speech initiation latency. Flexible practice schedules were allowed, where participants selected between continuous (intensive) or discontinuous (spaced) practice across sessions during each treatment block. Approximately 25,000 speech samples, collected across both treatments’ sessions, were analyzed using linear mixed-effects models.</div></div><div><h3>Results</h3><div>RSF showed a slower gradual increase in speaking rate over time but greater improvement in speech initiation latency than EF over the course of treatment. The discontinuous practice schedule was associated with significantly greater gains in both outcome metrics. Discontinuous practice schedule particularly influenced improvement in speaking rate during script production with RSF.</div></div><div><h3>Conclusion</h3><div>By introducing self-selected practice scheduling, this work advances more ecologically valid and personalized models of aphasia intervention. Based on our findings, we hypothesize that a discontinuous, spaced practice schedule may be particularly well-suited for RSF and other errorful-based approaches in promoting language recovery in real-world context. Future research with larger and diverse samples of persons with aphasia should test this hypothesis.</div></div>","PeriodicalId":49175,"journal":{"name":"Journal of Communication Disorders","volume":"117 ","pages":"Article 106553"},"PeriodicalIF":1.8,"publicationDate":"2025-07-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144653330","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The effects of parental speech rate in children who stutter","authors":"Ecem Nur Demirsoy Demirci ,&nbsp;Tuğçe Karahan Tığrak ,&nbsp;Maviş Emel Kulak Kayıkcı","doi":"10.1016/j.jcomdis.2025.106554","DOIUrl":"10.1016/j.jcomdis.2025.106554","url":null,"abstract":"<div><h3>Introduction</h3><div>The study aims to examine the relationship between changes in parental speech rate and stuttering severity, frequency and speech rate in children who stutter (CWS). Additionally, it also examines the difference between the speech rate of parents of CWS and that of parents of children who do not stutter (CWNS).</div></div><div><h3>Method</h3><div>The study included 46 CWS aged between 3 and 6 years and 46 CWNS of the same age and gender, together with their respective parents. Interactive parent-child speech recordings were collected and used to assess speech rate, severity, and frequency of stuttering in CWS and their parents, whereas these recordings were only used to assess speech rate in CWNS and their parents.</div></div><div><h3>Result</h3><div>The study suggests that there may be a significant relationship between parents’ slowing the speech rate and a reduction in the severity and frequency of stuttering in CWS. It is also found that there is no significant difference in the speech rate between parents of CWS and CWNS.</div></div><div><h3>Conclusion</h3><div>The findings indicate that parents’ speech rate should be considered in the assessment and may be implemented in the treatment of stuttering.</div></div>","PeriodicalId":49175,"journal":{"name":"Journal of Communication Disorders","volume":"117 ","pages":"Article 106554"},"PeriodicalIF":1.8,"publicationDate":"2025-07-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144662647","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"School-based speech-language pathologists’ assessment and intervention practice patterns for students who speak African American English","authors":"Erika Squires ,&nbsp;Mirako Hickman","doi":"10.1016/j.jcomdis.2025.106551","DOIUrl":"10.1016/j.jcomdis.2025.106551","url":null,"abstract":"<div><div>Children who speak African American English (AAE) are often misrepresented on speech-language pathologists’ (SLPs’) caseloads. While a speech or language disorder can manifest within dialect use, there is a need to increase the diagnostic accuracy of speech and language disorders among children who speak AAE. SLPs must have the knowledge and skills necessary to modify their assessment and intervention strategies when providing services to children who speak AAE, especially in school settings where intervention aims to enhance academic success and social participation. Therefore, there is a need to better understand the clinical practice patterns of SLPs who work with students who speak AAE in school settings. The purpose of this study was to build upon the limited body of research on this topic by exploring assessment and intervention strategies school-based SLPs use when providing services to students who speak AAE. Results from this investigation revealed that school-based SLPs report modifying their assessment practices more frequently than their intervention strategies for dialect users. Additionally, SLPs’ knowledge of AAE was not strongly correlated with frequency of clinical practice modification for students who speak AAE. Most participants reported that they had never received post-professional training on AAE. These findings highlight the need for additional research exploring the feasibility and efficacy of assessment and intervention modifications for students who speak AAE as well as an exploration of barriers and facilitators SLPs encounter when attempting to provide culturally informed services to students who speak AAE so these topics can be addressed through continuing education.</div></div>","PeriodicalId":49175,"journal":{"name":"Journal of Communication Disorders","volume":"117 ","pages":"Article 106551"},"PeriodicalIF":1.8,"publicationDate":"2025-07-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144653329","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Bibliometric analysis, systematic review of literature, and meta-analysis on the effect of amplification on voice production among teachers","authors":"Lady Catherine Cantor-Cutiva ,&nbsp;Karol Acevedo ,&nbsp;Marco Guzman ,&nbsp;Juan Carlos Gonzalez ,&nbsp;Felipe Enrique Cerda Sandoval ,&nbsp;Catalina Smith ,&nbsp;Isidora Behm ,&nbsp;Eric Hunter","doi":"10.1016/j.jcomdis.2025.106544","DOIUrl":"10.1016/j.jcomdis.2025.106544","url":null,"abstract":"<div><h3>Background</h3><div>Teaching is identified as a high-risk profession for developing voice disorders due to the significant vocal demands placed on educators. This can lead to symptoms such as vocal fatigue, adversely affecting their quality of life. One common intervention is the provision of voice amplification systems, which have been reported to reduce vocal strain by enabling teachers to speak at lower volumes, thereby potentially improving voice quality and minimizing vocal fold damage. Despite these benefits, various factors such as adoption rates, technical issues, and the need for proper use and training can influence the effectiveness of these systems. This study systematically reviews the literature and conducts a meta-analysis to determine the impact of voice amplification on teachers' vocal function.</div></div><div><h3>Methods</h3><div>The results reported in this manuscript are based on a bibliometric analysis and systematic literature review using seven databases, selecting 20 relevant publications from an initial pool of 462, and performing a meta-analysis to compare vocal metrics with and without amplification.</div></div><div><h3>Results</h3><div>The meta-analysis indicated that voice amplification systems tend to positively affect fundamental frequency, sound pressure level (SPL), and phonation time percentage; however, these effects were not statistically significant. The analysis also suggests no significant publication bias, though the quality of the included publications varied: 15 % were rated as strong, 25 % as moderate, and 60 % as weak.</div></div><div><h3>Conclusion and Recommendations</h3><div>The study concludes that voice amplification systems show potential benefits for teachers' vocal health. However, their implementation should be part of a broader strategy that includes education, training, and regular monitoring to maximize their effectiveness.</div></div>","PeriodicalId":49175,"journal":{"name":"Journal of Communication Disorders","volume":"117 ","pages":"Article 106544"},"PeriodicalIF":1.8,"publicationDate":"2025-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144522472","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The main concept analysis: Sensitivity, specificity and inter-rater reliability in Dutch-speaking people with aphasia","authors":"Yana Criel ,&nbsp;Evelien De Groote ,&nbsp;Evelyne Benbassat ,&nbsp;Britt Beirinckx ,&nbsp;Megan Van Damme ,&nbsp;Anthony Pak-Hin Kong ,&nbsp;Miet De Letter","doi":"10.1016/j.jcomdis.2025.106543","DOIUrl":"10.1016/j.jcomdis.2025.106543","url":null,"abstract":"<div><h3>Aims</h3><div>This study aimed to assess the sensitivity, specificity and inter-rater reliability of the Dutch Main Concept Analysis (MCA), a diagnostic tool that evaluates the effectiveness and efficiency of information transfer during verbal discourse production, in people with aphasia (PWA).</div></div><div><h3>Methods</h3><div>The MCA was administered to 30 persons with aphasia (17 fluent, 13 nonfluent). Sensitivity and specificity were assessed through (1) single-subject level comparison of MCA scores to normative data, (2) group-level comparison of MCA scores between PWA and 30 age-matched controls, and (3) ROC-analysis for total main concept score (MCS; effectiveness) and total number of accurate and complete main concepts per minute (AC/min; efficiency). Furthermore, the effect of aphasia type (fluent/nonfluent) and severity on these measures was assessed using a linear regression. Discourse samples were scored by two independent raters to calculate inter-rater reliability.</div></div><div><h3>Results</h3><div>Over 85 % of PWA showed aberrant outcomes on at least four out of seven MCA outcomes based on single-subject comparison to normative data. ROC analysis revealed that MCS and AC/min are sensitive and specific measures to differentiate between discourse of PWA and unimpaired speakers. Increased aphasia severity was associated with a reduced MCS. Good to excellent inter-rater reliability was achieved for all MCA measures.</div></div><div><h3>Conclusion</h3><div>The Dutch MCA is a sensitive and specific tool, characterized by a good to excellent inter-rater reliability, for identifying impaired effectiveness and efficiency of verbal information transfer during discourse production in PWA. Aphasia severity, but not type, is a determining factor for the effectiveness of information transfer in PWA.</div></div>","PeriodicalId":49175,"journal":{"name":"Journal of Communication Disorders","volume":"116 ","pages":"Article 106543"},"PeriodicalIF":1.8,"publicationDate":"2025-06-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144480987","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Validity of a new parent-report instrument determining the developmental language level and verbal status of children with communication disorders in Cyprus","authors":"Margarita Kilili-Lesta,&nbsp;Konstantinos Giannakou,&nbsp;Louiza Voniati","doi":"10.1016/j.jcomdis.2025.106542","DOIUrl":"10.1016/j.jcomdis.2025.106542","url":null,"abstract":"<div><div>The validity and reliability of the new parent-report questionnaire <em>Developmental/Verbal Language Phase</em> (DeVLP) was examined, in determining the developmental language phase (DLP) and nonverbal/minimally verbal (NV/MV) linguistic status of children with communication disorders. The scarcity of parent-report linguistic tools in Greek/Cypriot Greek emphasized its need.</div><div>Fifty 3–12-year-old children receiving private speech-language therapy in Cyprus participated through convenience sampling. Data was collected online between February 20 and June 23, 2023, regarding epidemiological, family, perinatal, developmental, and linguistic information. For criterion-referenced validity, parents’ and speech-language pathologists’ (SLPs) responses for 64.0 % of the sample were compared to the language sample analysis (LSA) by independent SLPs. For test-retest reliability, parent results were compared at two time-points, and for inter-rater reliability, with SLPs’ results.</div><div>DeVLP demonstrated strong validity for DLP both by parents and SLPs in all language domains (PCC=0.72–0.96, <em>p</em> &lt; .05), compared to LSA. For NV/MV status, parents presented strong validity in overall language (PCC=0.79, <em>p</em> &lt; 0.05), in contrast to weak validity by SLPs (PCC=0.39, <em>p</em> &lt; .05). With excellent specificity (100 %) and sensitivity at 67 %, it displayed an 83 % probability of distinguishing between NV/MV and verbal status in children. Reliability was good-to-excellent (ICC=0.74–1.00, <em>p</em> &lt; .05) across all domains and overall language.</div><div>The questionnaire was relatively valid and strongly reliable in determining the DLP and verbal status of Cypriot children with communication disorders. It offered potential clinical utility within evaluation protocols for language assessment and uniform identification of NV/MV status. Future research is needed to verify validity, especially for children with autism.</div></div>","PeriodicalId":49175,"journal":{"name":"Journal of Communication Disorders","volume":"116 ","pages":"Article 106542"},"PeriodicalIF":1.8,"publicationDate":"2025-06-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144312770","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Exploring cognitive predictors of language in children with developmental language disorder: The role of nonverbal IQ, working memory, implicit statistical learning, and speed of automatization","authors":"Ashley Blake ,&nbsp;Ewa Dąbrowska ,&nbsp;Nick Riches","doi":"10.1016/j.jcomdis.2025.106541","DOIUrl":"10.1016/j.jcomdis.2025.106541","url":null,"abstract":"<div><div>Children with developmental language disorder (DLD) have varied strengths and difficulties in both language and cognition but we do not yet have a comprehensive understanding as to how these abilities are interrelated. In this study, we explore performance in language typical children and children with DLD to evaluate how different areas of nonverbal cognition predict linguistic outcomes. We investigate nonverbal intelligence, working memory, implicit statistical learning, and the speed of automatization. 77 children (54 language typical children and 23 children with DLD), aged between 6;9 and 10;8 years, completed a battery of cognitive and language tasks. Our results show between-group differences in both language and cognitive abilities. We propose a cumulative risk model, suggesting that important predictors of language in children with DLD are a combination of nonverbal working memory, nonverbal intelligence, and the speed of automatization.</div></div>","PeriodicalId":49175,"journal":{"name":"Journal of Communication Disorders","volume":"116 ","pages":"Article 106541"},"PeriodicalIF":1.8,"publicationDate":"2025-06-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144365539","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}