Studio delle competenze semantiche e ruolo del canale Visuo-percettivo in bambini con Disturbo Specifico del Linguaggio Study of semantic abilities and role of visuoperceptual codify in children with Specific Language Disorders

Summary The proposed research analyses the semantic associative ability in childhood study- ing the use of semantic relations in preschoolers through perceptual codify. We also verified the ability of cross-classifying within three semantic categories (thematic, taxonomic and script) through 4 category of semantic associations (function, superordinate, part-all and contiguity) in a sample of children divided in 3 groups: Specific Language Disorder group, Mild Cognitive Impairment group and Normal Control group. We applied 2 tests: a cognitive test (Leiter-r) and an experimental test based upon perceptual semantic relations. The results evidenced that the child is able to use semantic relations through perceptual codify and to cross-classify within 3 semantic categories. The superordinate relation is resulted the better acquired in all groups and the part-all is resulted the worst acquired in all groups even if we observed an improvement of ability from children with specific language disorder to children with mild cognitive impair- ment to normal controls. The results also evidenced that even if a child has verbal difficulties is able to build effectively his/her knowledge through visuoperceptual codify. Key words Specific language disorder – Semantic system – Cross-classification –Perceptual codify.