Thomas F Camminga, Daan Hermans, Eliane Segers, Constance T W M Vissers
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EF was assessed using the Zoo Map Task and Behavioral Rating Inventory for EF. ToM was assessed using the ToM test, Frith-Happé Animations, and Bermond-Vorst Alexithymia Questionnaire. Behavioral problems were measured using the Child Behavior Checklist. Anamnestic interviews with the parents were conducted to describe the case histories.</p><p><strong>Results: </strong>For the children with DLD, lower scores in the word meaning structure task were observed compared to those observed for their matched peers, with no statistical test applied. Word meaning structure related positively to EF and ToM, but not to behavioral problems. Instances in which word meaning structure dissociates from EF and ToM are discussed in individual case descriptions.</p><p><strong>Conclusions: </strong>By linking language to conceptual development, variations in word meaning structure may explain some EF and ToM difficulties in children with DLD.</p><p><strong>Implications: </strong>The present study offers a basis for future research on the relationships among word meaning structure, EF, and ToM.</p>","PeriodicalId":36716,"journal":{"name":"Autism and Developmental Language Impairments","volume":null,"pages":null},"PeriodicalIF":2.5000,"publicationDate":"2024-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11337180/pdf/","citationCount":"0","resultStr":"{\"title\":\"How word meaning structure relates to executive functioning and theory of mind in children with developmental language disorder: A multiple case study.\",\"authors\":\"Thomas F Camminga, Daan Hermans, Eliane Segers, Constance T W M Vissers\",\"doi\":\"10.1177/23969415241268245\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p><strong>Background and aims: </strong>Many children with developmental language disorder (DLD) have difficulties in executive functioning (EF) and theory of mind (ToM). 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Anamnestic interviews with the parents were conducted to describe the case histories.</p><p><strong>Results: </strong>For the children with DLD, lower scores in the word meaning structure task were observed compared to those observed for their matched peers, with no statistical test applied. Word meaning structure related positively to EF and ToM, but not to behavioral problems. 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引用次数: 0
摘要
背景和目的:许多患有发育性语言障碍(DLD)的儿童在执行功能(EF)和心智理论(ToM)方面存在困难。儿童对概念的理解会在词义结构的五个阶段发生变化,从具体和依赖语境到抽象和精确,这一理论可以解释这些困难。我们进行了一项多案例研究,探讨词义结构与 DLD 儿童的 EF 和 ToM 之间的关系:研究对象包括五名 9-12 岁的 DLD 儿童和五名在年龄、性别和非语言智能方面匹配的发育正常儿童。词汇意义结构通过新动态测试进行评估。通过 "动物园地图任务 "和 "EF行为评级量表 "对EF进行评估。使用 ToM 测试、Frith-Happé 动画和 Bermond-Vorst Alexithymia 问卷评估 ToM。行为问题使用儿童行为检查表进行测量。对家长进行了家访,以了解病史:结果:与匹配的同龄儿童相比,患有 DLD 的儿童在词义结构任务中的得分较低,但没有进行统计检验。词义结构与EF和ToM呈正相关,但与行为问题无关。词义结构与EF和ToM脱节的情况将在个别案例描述中讨论:通过将语言与概念发展联系起来,词义结构的变化可以解释某些 EF 和 ToM 困难:本研究为今后研究词义结构、EF 和 ToM 之间的关系奠定了基础。
How word meaning structure relates to executive functioning and theory of mind in children with developmental language disorder: A multiple case study.
Background and aims: Many children with developmental language disorder (DLD) have difficulties in executive functioning (EF) and theory of mind (ToM). These difficulties might be explained by the theory that children's conceptual understanding changes over five stages of word meaning structure, from concrete and context-dependent to abstract and precise. We present a multiple case study examining how word meaning structure relates to EF and ToM in children with DLD.
Methods: Participants were five children with DLD aged 9-12 and five typically developing children matched for age, gender, and nonverbal intelligence. Word meaning structure was assessed using new dynamic test. EF was assessed using the Zoo Map Task and Behavioral Rating Inventory for EF. ToM was assessed using the ToM test, Frith-Happé Animations, and Bermond-Vorst Alexithymia Questionnaire. Behavioral problems were measured using the Child Behavior Checklist. Anamnestic interviews with the parents were conducted to describe the case histories.
Results: For the children with DLD, lower scores in the word meaning structure task were observed compared to those observed for their matched peers, with no statistical test applied. Word meaning structure related positively to EF and ToM, but not to behavioral problems. Instances in which word meaning structure dissociates from EF and ToM are discussed in individual case descriptions.
Conclusions: By linking language to conceptual development, variations in word meaning structure may explain some EF and ToM difficulties in children with DLD.
Implications: The present study offers a basis for future research on the relationships among word meaning structure, EF, and ToM.