Hostname: page-component-78c5997874-fbnjt Total loading time: 0 Render date: 2024-11-19T08:25:19.276Z Has data issue: false hasContentIssue false
  • English
  • Français

Developmental word-finding difficulties and phonological processing: The case of the missing handcuffs

Published online by Cambridge University Press:  28 November 2008

Alison Constable ,
Joy Stackhouse  and
Bill Wells
Alison Constable*
Affiliation:
University College London
Joy Stackhouse
Affiliation:
University College London
Bill Wells
Affiliation:
University College London
*
Alison Constable, Department of Human Communication, University College London, Chandler House, 2 Wakefield Street, London WCIN IPG Email: [email protected]
Get access Rights & Permissions [Opens in a new window]

Abstract

The case of a 7-year-old boy (Michael) with severe word-finding difficulties is presented. In an attempt to investigate the cause of these difficulties, a series of theoretically motivated questions was used as a framework for psycholinguistic investigation. A range of tasks was administered, including word association, semantic knowledge, auditory discrimination, auditory lexical decision, naming, and real word and nonword repetition. Michael's performance on the tasks was compared with that of controls matched in terms of chronological and vocabulary age. Results revealed significant differences between Michael's performance and that of the control groups. Although he showed no apparent semantic deficit, he did show pervasive deficits in phonological processing.

Type
Articles
Information
Applied Psycholinguistics , Volume 18 , Issue 4 , October 1997 , pp. 507 - 536
Copyright
Copyright © Cambridge University Press 1997

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

REFERENCES

Adams, A. M., & Gathercole, S. E. (1995). Phonological working memory and speech. production in preschool children. Journal of Speech and Hearing Research, 38, 403–414.CrossRefGoogle ScholarPubMed
Aitchison, J., & Chiat, S. (1981). Natural phonology or natural memory? The interaction between phonological processes and recall mechanisms. Language and Speech, 24, 311–326.CrossRefGoogle Scholar
Anderson, J. R. (1976). Language, memory and thought. Hillsdale, NJ: Erlbaum.Google Scholar
Anglin, J. M. (1977). Word, object, and conceptual development. New York: Norton.Google Scholar
Baddeley, A. (1986). Working memory. Oxford: Oxford University Press.Google ScholarPubMed
Best, W. (1996). When racquets are baskets but baskets are biscuits, where do the words come from? A single case study of formal paraphasic errors in aphasia. Cognitive Neuropsychology, 13, 443–480.CrossRefGoogle Scholar
Bishop, D., North, T., & Donlan, C. (1996). Nonword repetition as a behavioural marker for inherited language impairment: Evidence from a twin study. Journal of Child Psychology and Psychiatry, 37, 391–403.CrossRefGoogle ScholarPubMed
Bishop, D. V. M. (1983). Test for reception of grammar. Unpublished manuscript, University of Manchester.Google Scholar
Bjork, R. A., & Bjork, E. L. (1992). A new theory of disuse and an old theory of stimulus fluctuation. In Healy, A. F., Kosslyn, S. M., & Shiffrin, R. M. (Eds.), From learning processes to cognitive processes: Essays in honour of William K. Estes (Vol. 2). Hills dale, NJ: Erlbaum.Google Scholar
Brady, S., Shankweiler, D., & Mann, V. (1983). Speech perception and memory coding in relation to reading ability. Journal of Experimental Child Psychology, 35, 345–367.CrossRefGoogle ScholarPubMed
Bridgeman, E., & Snowling, M. (1988). The perception of phoneme sequence: A comparison of dyspraxic and normal children. British Journal of Disorders of Communication, 23, 245–252.CrossRefGoogle ScholarPubMed
Browman, C. P. (1980). Perceptual processing: Evidence from slips of the ear. In Fromkin, V. (Ed.), Errors in linguistic performance: Slips of the tongue, ear, pen and hand. New York: Academic.Google Scholar
Bryan, A., & Howard, D. (1992). Frozen phonology thawed: The analysis and remediation of a developmental disorder of real word phonology. European Journal of Disorders of Communication, 27, 343–365.CrossRefGoogle ScholarPubMed
Chiat, S. (1983). Why Mikey's right and my key's wrong: The significance of stress and word boundaries in a child's output system. Cognition, 14, 275–300.CrossRefGoogle Scholar
Chiat, S. (1989). The relation between prosodic structure, syllabification and segmental realization. Evidence from a child with fricative stopping. Clinical Linguistics and Phonetics, 3, 223–242.Google Scholar
Chiat, S., & Hunt, J. (1993). Connections between phonology and semantics: An exploration of lexical processing in a language impaired child. Child Language Teaching and Therapy, 9, 200–213.CrossRefGoogle Scholar
Coleman, J. (1992). The phonetic interpretation of headed phonological structures containing overlapping constituents. Phonology, 9, 1–44.CrossRefGoogle Scholar
Curtis, M. E. (1987). Vocabulary testing and vocabulary instruction. In McKeown, M. G. & Curtis, M. E. (Eds.), The nature of vocabulary acquisition. Hillsdale, NJ: Erlbaum.Google Scholar
Denckla, M., & Rudel, R. (1976). Naming of object drawings by dyslexic and other learning disabled children. Brain and Language, 3, 1–15.CrossRefGoogle ScholarPubMed
Dollaghan, C. (1987). Fast mapping in normal and language-impaired children. Journal of Speech and Hearing Disorders, 52, 218–222.CrossRefGoogle ScholarPubMed
Dunn, L. M., Dunn, L. M., Whetton, C., & Pintillie, O. (1982). The British Picture Vocabulary Scales. Windsor: NFER-NelsonGoogle Scholar
Felton, R. H. (1994). Students with word finding disorders: Three case studies. Folia Phoniatrica et Logopaedica, 46, 109–114.CrossRefGoogle ScholarPubMed
Garman, M. (1990). Psycholinguistics. Cambridge: Cambridge University Press.CrossRefGoogle Scholar
Garnes, S., & Bond, Z. S. (1980). A slip of the ear: A snip of the ear; a slip of the year? In Fromkin, V. (Ed.), Errors in linguistic performance: Slips of the tongue, ear, pen and hand. New York: Academic.Google Scholar
Garrett, M. (1992). Disorders of lexical selection. In Lcvelt, W. (Ed.), Lexical access in speech production. Oxford: Blackwell.Google Scholar
Gathercole, S. E. (1993). Word learning in language-impaired children. Child Language Teaching and Therapy, 9, 187–199.CrossRefGoogle Scholar
Gathercole, S. E., & Baddeley, A. (1989). Evaluation of the role of phonological short term memory in the development of vocabulary in children: A longitudinal study. Journal of Memory and Language, 28, 200–213.CrossRefGoogle Scholar
Gathercole, S. E. (1990a). Phonological memory deficits in language disordered children: Is there a causal connection? Journal of Memory and Language, 29, 339–360.CrossRefGoogle Scholar
Gathercole, S. E. (1990b). The role of phonological memory in vocabulary acquisition: A study of young children learning new names. British Journal of Psychology, 81, 439–454.CrossRefGoogle Scholar
German, D. J. (1989a). A diagnostic model and a test to assess word-finding skills in children. British Journal of Disorders of Communication. 24. 21–40.CrossRefGoogle Scholar
German, D. J. (1989b). National College of Education Test of Word Finding (TWF). Allen, TX: DLM Teaching Resources.Google Scholar
German, D. J. (1992). Word-finding intervention for children and adolescents. Topics in Language Disorders, 13, 33–50.CrossRefGoogle Scholar
Goswami, U., & Bryant, P. (1990). Phonological skills and learning to read. Hillsdale, NJ: Erlbaum.Google Scholar
Haynes, C. (1992). Vocabulary deficit - One problem or many? Child Language Teaching and Therapy, 8, 1–17.CrossRefGoogle Scholar
Hewlett, N. (1990). Processes of development and production. In Grunwell, P. (Ed.), Developmental speech disorders (pp. 15–38). London: Whurr Publishers.Google Scholar
Howard, D., & Patterson, K. (1992). The Pyramids and Palm Trees Test. Bury St. Edmunds: Thames Valley Test Company.Google Scholar
Hulme, C., & Snowling, M. (1992). Deficits in output phonology: An explanation of reading failure? Cognitive Neuropsychology, 9, 47–72.CrossRefGoogle Scholar
Hyde, Wright S. (1993). Teaching word-finding strategies to severely language-impaired children. European Journal of Disorders of Communication, 28, 165–175.Google Scholar
Jager, G. W., & Parbhoo, J. N. (1991). Picture naming deficits: A single case study. South African Speech and Hearing Association, 38, 99–118.Google ScholarPubMed
Kail, R., Hale, C. A., Leonard, L. B., & Nippold, M. A. (1984). Lexical storage and retrieval in language-impaired children. Applied Psycholinguistics, 5, 37–49.CrossRefGoogle Scholar
Kaufman, A. S., & Kaufman, N. L. (1983). Kaufman Assessment Battery for Children. Circle Pines, MN: American Guidance Service.Google Scholar
Kirchner, D., & Klasky, R. (1985). Verbal rehearsal and memory in language-disordered children. Journal of Speech and Hearing Research, 28, 556–565.CrossRefGoogle ScholarPubMed
Kobasigawa, A. (1977). Retrieval strategies in the development of memory. In Kail, R. & Hagan, J. (Eds.), Perspectives in the development of memory and cognition. Hillsdale, NJ: Erlbaum.Google Scholar
Laudauer, T. (1975). Memory without organization: Properties of a model with random storage and undirected retrieval. Cognitive Psychology, 7, 495–531.CrossRefGoogle Scholar
Lane, S. (1993). Stages in the development of rhyme production skills. Unpublished BSc. thesis, College of Speech Sciences, National Hospital, University College London.Google Scholar
Leonard, L. B. (1992). Models of phonological development and children with phonological disorders. In Ferguson, C. A., Menn, L., & Stoel-Gammon, C. (Eds.), Phonological development: Models, research, implications. Timonium, MD: York Press.Google Scholar
Leonard, L. B., Nippold, M. A., Kail, R., & Hale, C. A. (1983). Picture naming in language impaired children. Journal of Speech and Hearing Research, 26, 609–615.CrossRefGoogle ScholarPubMed
Levelt, W. (1989). Speaking - From intention to articulation. Cambridge, MA: MIT Press.Google Scholar
Locke, J. L. (1980). The inference of speech perception in the phonologically disordered child. Parts I and II. Journal of Speech and Hearing Disorders, 45, 431–468.Google ScholarPubMed
Matthei, E. H. (1989). Crossing boundaries: More evidence for phonological constraints on early multi-word utterances. Journal of Child Language, 16, 41–S4.CrossRefGoogle ScholarPubMed
McGregor, K. K. (1994). Use of phonological information in a word-finding treatment for children. Journal of Speech and Hearing Research, 37, 1381–1393.CrossRefGoogle Scholar
McGregor, K. K., & Leonard, L. B. (1989). Facilitating word-finding skills of language impaired children. Journal of Speech and Hearing Disorders, 54, 141–147.CrossRefGoogle ScholarPubMed
Menn, L., & Matthei, E. H. (1992). The “two lexicon” account of child phonology: Looking back, looking ahead. In Ferguson, C. A., Menn, L., & Stoel-Gammon, C. (Eds.), Phonological development: Models, research, implications. Timonium, MD: York Press.Google Scholar
Meyer, A. S. (1992). Investigation of phonological encoding through speech error analyses: Achievements, limitations, and alternatives. In Levelt, W. (Ed.), Lexical access in speech production. Oxford: Blackwell.Google Scholar
Nelson, K. (1988). Constraints on word learning? Cognitive Development, 3, 221–246.CrossRefGoogle Scholar
Nippold, M. (1992). The nature of normal and disordered word finding in children and adolescents. Topics in Language Disorders, 13, 1–14.CrossRefGoogle Scholar
Plunkett, K. (1995). Connectionism and language acquisition, In Fletcher, P. & MacWhinney, B. (Eds.), The handbook of child language (pp. 36–71). Oxford: Blackwell.Google Scholar
Rapin, I., & Wilson, B. (1978). Children with developmental language disability: Neurological aspects and assessment. In Wyke, M. (Ed.), Developmental dysphasia. New York: Academic Press.Google Scholar
Rust, J., Golombok, S., & Trickey, G. (1993). Wechsler Objective Reading Dimensions. New York: Psychological Corporation.Google Scholar
Schuell, H., Jenkins, J. J., & Jimenez-Pabon, E. J. (1964). Aphasia in adults. New York: Harper & Row.Google Scholar
Schwartz, E., & Solot, C. (1980). Response patterns characteristic of verbal expressive disorders. Language, Speech and Hearing Services in Schools, 11, 139–144.CrossRefGoogle Scholar
Sell, M. (1992). The development of children's knowledge structures: Events, slots, and taxonomies. Journal of Child Language, 19, 659–676.CrossRefGoogle ScholarPubMed
Semel, E., Wiig, E., & Secord, W. (1987). The Clinical Evaluation of Language Fundamentals - Revised. New York: Psychological Corporation.Google Scholar
Snowling, M., Goulandris, N., Bowlby, M., & Howell, P. (1986). Segmentation and speech perception in relation to reading skill: A developmental analysis. Journal of Experimental Child Psychology, 41, 489–507.CrossRefGoogle ScholarPubMed
Spencer, A. (1988). A phonological theory of phonological development. In Ball, M. (Ed.), Theoretical linguistics and disordered language. London: Croom Helm.Google Scholar
Stackhouse, J. (1993). Phonological disorder and lexical development: Two case studies. Child Language Teaching and Therapy, 9, 230–241.CrossRefGoogle Scholar
Stackhouse, J. (1997). Phonological awareness: Connecting speech and literacy problems. In Hodson, B. & Edwards, M. L. (Eds.), Perspectives in applied phonology. Gaithersburg, MD: Aspen Publishers.Google Scholar
Stackhouse, J., & Snowling, M. (1992). Developmental verbal dyspraxia II: A developmental perspective on two case studies. European Journal of Disorders of Communication, 27, 35–54.CrossRefGoogle Scholar
Stackhouse, J., & Wells, B. (1993). Psycholinguistic assessment of developmental speech disorders. European Journal of Disorders of Communication, 28, 331–348.CrossRefGoogle ScholarPubMed
Stackhouse, J. (1997). Children's speech and literacy difficulties: A psycholinguistic framework. London: Whurr Publishers.Google Scholar
Stanovich, K. (1986). “Matthew effects” in reading: Some consequences of individual differences in the acquisition of literacy. Reading Research Quarterly, 4, 360–407.CrossRefGoogle Scholar
Tulving, E., & Pearlstone, Z. (1966). Availability versus accessibility of information in memory for words. Journal of Verbal Learning and Verbal Behaviour, 5, 381–391.CrossRefGoogle Scholar
Walley, A. C. (1993). The role of vocabulary development in childrens spoken word recognition and segmentation ability. Developmental Review, 13, 286–350.CrossRefGoogle Scholar
Warrington, E. K., & Shallice, T. (1979). Semantic access dyslexia. Brain, 102, 43–63.CrossRefGoogle ScholarPubMed
Waterson, N. (1987). Prosodicphonology: The theory and its application to language acquisition and speech processing. Newcastle upon Tyne: Grevatt and Grevatt.Google Scholar
Watts, A. F. (1948). The Holborn Reading Scale. London: Harrap.Google Scholar
Wells, B., Stackhouse, J., & Vance, M. (1996). A specific deficit in onset-rhyme assembly in a 9-year-old child with speech and literacy difficulties. In Powell, T. (Ed.), Pathologies of speech and language: Contributions of clinical phonetics and linguistics (pp. 143–152). New Orleans, LA: International Clinical Phonetics and Linguistics Association.Google Scholar
Wing, C. S. (1990). A preliminary investigation of generalization to untrained words following two treatments of children's word-finding problems. Language, Speech, and Hearing Services in Schools, 21, 151–156.CrossRefGoogle Scholar
Wolf, M., & Obregón, M. (1992). Early naming deficits, developmental dyslexia and a specific deficit hypothesis. Brain and Language, 42, 219–247.CrossRefGoogle Scholar