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.

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

SECHI, ENZO;DI GIACOMO, DINA
2013-01-01

Abstract

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.
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Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/11697/187
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