Temporal-sampling theory and language in Down syndrome: An empirical study

Background

Temporal-sampling theory argues that difficulties in the processing of syllable stress auditory markers and in lexical stress discrimination contribute to explaining the language problems of children with developmental language disorder and of those with dyslexia. The theory has not been tested in other developmental disabilities.

Aims

This research sought to assess the potential of temporal-sampling theory as a framework to accounting for language difficulties in Down syndrome (DS).

Methods and procedures

Thresholds for auditory markers of lexical stress, lexical stress discrimination, and receptive vocabulary were studied in teenagers and young adults with DS and in peers with other intellectual disability (ID) of unknown origin matched on chronological age and non-verbal cognition.

Outcomes and results

Frequency and intensity thresholds were higher in participants with DS, and their lexical stress discrimination and receptive vocabulary skills were lower than those of the group with other ID. Lexical stress discrimination was predicted by intensity thresholds and group, while receptive vocabulary was only predicted by lexical stress discrimination.

Conclusions and implications

The results suggest that temporal-sampling theory is useful to explain language difficulties in individuals with DS or with other ID. This opens up new window opportunities for the design of language intervention programs in such populations.