Language and IQ in Children With Language Impairment
DeThorne, Laura Segebart
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https://hdl.handle.net/2142/85201
Description
Title
Language and IQ in Children With Language Impairment
Author(s)
DeThorne, Laura Segebart
Issue Date
2002
Doctoral Committee Chair(s)
Watkins, Ruth V.
Department of Study
Speech and Hearing Science
Discipline
Speech and Hearing Science
Degree Granting Institution
University of Illinois at Urbana-Champaign
Degree Name
Ph.D.
Degree Level
Dissertation
Keyword(s)
Psychology, Cognitive
Language
eng
Abstract
The present study used multiple regression techniques to explore the potential relations between language and IQ in 30 children with language impairment. According to a modular model, this study hypothesized that semantic abilities would be substantially associated with IQ while morphosyntactic and phonological memory skills would remain relatively independent. Three primary findings emerged. First, children with language impairment, as a group, scored higher on a nonverbal IQ test than on a verbal IQ measure. Second, semantic abilities accounted for 43% of variance in verbal IQ scores, with skills in morphosyntax and phonological memory failing to contribute any additional variance. Third, nonverbal IQ was a relatively weak predictor of all three language domains---semantics, morphosyntax, and phonological memory---particularly when standardized language measures were removed from the dependent variables. Implications regarding clinical and scientific practices are discussed.
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