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Vocabulary Abilities of Children With Williams Syndrome: Strengths, Weaknesses, and Relation to Visuospatial Construction Ability.

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Title: Vocabulary Abilities of Children With Williams Syndrome: Strengths, Weaknesses, and Relation to Visuospatial Construction Ability.
Authors: Mervis, Carolyn B.1 cbmervis@louisville.edu, John, Angela E.1
Source: Journal of Speech, Language & Hearing Research. Aug2008, Vol. 51 Issue 4, p967-982. 16p. 2 Charts, 3 Graphs.
Subject Terms: *Children with disabilities, *Language acquisition, *Cognitive ability, Language, Vocabulary ability testing, Williams syndrome, Cognition disorders in children, Human information processing in children, Concepts in children
Abstract: Purpose: This project was designed to identify relative strengths and weaknesses in vocabulary ability for children with Williams syndrome (WS) and to demonstrate the importance of stringent matching criteria for cross-group comparisons. Method: Children with WS and typically developing (TD) children completed standardized assessments of intellectual and language ability. Children with WS also completed a visuospatial construction ability assessment. Results: Study 1: Concrete and relational vocabulary standard scores were significantly lower for 5- to 7-year-olds with WS than for TD children. Children with WS earned significantly higher standard scores for concrete than for relational vocabulary. When groups were stringently matched for relational vocabulary size, children with WS did not evidence a specific weakness in spatial vocabulary. Study 2: Standard scores for relational vocabulary were similar to those for visuospatial construction ability for 5- to 7-year-olds with WS. Study 3: Nine- to 11-year-olds with WS demonstrated very limited relational vocabulary ability; relational vocabulary ability at 5-7 years was highly correlated with later relational language ability. Conclusions: Concrete vocabulary is a relative strength for children with WS; relational vocabulary ability is very limited and is at about the level of visuospatial construction ability. Accurate determination of group comparison results depends on stringent group matching. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Speech, Language & Hearing Research is the property of American Speech-Language-Hearing Association and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Vocabulary Abilities of Children With Williams Syndrome: Strengths, Weaknesses, and Relation to Visuospatial Construction Ability.
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  Data: <searchLink fieldCode="AR" term="%22Mervis%2C+Carolyn+B%2E%22">Mervis, Carolyn B.</searchLink><relatesTo>1</relatesTo><i> cbmervis@louisville.edu</i><br /><searchLink fieldCode="AR" term="%22John%2C+Angela+E%2E%22">John, Angela E.</searchLink><relatesTo>1</relatesTo>
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+Speech%2C+Language+%26+Hearing+Research%22">Journal of Speech, Language & Hearing Research</searchLink>. Aug2008, Vol. 51 Issue 4, p967-982. 16p. 2 Charts, 3 Graphs.
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  Data: *<searchLink fieldCode="DE" term="%22Children+with+disabilities%22">Children with disabilities</searchLink><br />*<searchLink fieldCode="DE" term="%22Language+acquisition%22">Language acquisition</searchLink><br />*<searchLink fieldCode="DE" term="%22Cognitive+ability%22">Cognitive ability</searchLink><br /><searchLink fieldCode="DE" term="%22Language%22">Language</searchLink><br /><searchLink fieldCode="DE" term="%22Vocabulary+ability+testing%22">Vocabulary ability testing</searchLink><br /><searchLink fieldCode="DE" term="%22Williams+syndrome%22">Williams syndrome</searchLink><br /><searchLink fieldCode="DE" term="%22Cognition+disorders+in+children%22">Cognition disorders in children</searchLink><br /><searchLink fieldCode="DE" term="%22Human+information+processing+in+children%22">Human information processing in children</searchLink><br /><searchLink fieldCode="DE" term="%22Concepts+in+children%22">Concepts in children</searchLink>
– Name: Abstract
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  Data: Purpose: This project was designed to identify relative strengths and weaknesses in vocabulary ability for children with Williams syndrome (WS) and to demonstrate the importance of stringent matching criteria for cross-group comparisons. Method: Children with WS and typically developing (TD) children completed standardized assessments of intellectual and language ability. Children with WS also completed a visuospatial construction ability assessment. Results: Study 1: Concrete and relational vocabulary standard scores were significantly lower for 5- to 7-year-olds with WS than for TD children. Children with WS earned significantly higher standard scores for concrete than for relational vocabulary. When groups were stringently matched for relational vocabulary size, children with WS did not evidence a specific weakness in spatial vocabulary. Study 2: Standard scores for relational vocabulary were similar to those for visuospatial construction ability for 5- to 7-year-olds with WS. Study 3: Nine- to 11-year-olds with WS demonstrated very limited relational vocabulary ability; relational vocabulary ability at 5-7 years was highly correlated with later relational language ability. Conclusions: Concrete vocabulary is a relative strength for children with WS; relational vocabulary ability is very limited and is at about the level of visuospatial construction ability. Accurate determination of group comparison results depends on stringent group matching. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Journal of Speech, Language & Hearing Research is the property of American Speech-Language-Hearing Association and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=33336140
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        Value: 10.1044/1092-4388(2008/071)
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        Text: English
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      – SubjectFull: Language
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      – SubjectFull: Vocabulary ability testing
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      – SubjectFull: Williams syndrome
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      – SubjectFull: Human information processing in children
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      – TitleFull: Vocabulary Abilities of Children With Williams Syndrome: Strengths, Weaknesses, and Relation to Visuospatial Construction Ability.
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              Text: Aug2008
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              Y: 2008
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