Language Proficiency and Sustained Attention in Monolingual and Bilingual Children with and without Language Impairment.

摘要: Background. The language profiles of children with impairment (LI) and bilingual can show partial, possibly temporary, overlap. current study examined the persistence this overlap over time. Furthermore, we aimed to better understand why these two groups resemblance, testing hypothesis that difficulties LI reflect a weakened ability maintain attention stream linguistic information. Consequent incomplete processing input may lead delays are similar those originating from reductions in frequency. Methods. Monolingual without (N=128), aged 5 8 years old, participated study. Dutch receptive vocabulary grammatical morphology were assessed at three waves. In addition, auditory visual sustained tested wave 1. Mediation analyses performed examine relationships between LI, attention, skills. Results. Children outperformed by their typically developing (TD) monolingual peers, respectively, on all difference monolinguals bilinguals decreased had weaker skills relative TD children, while no differences emerged. Auditory mediated effect both children. Visual only acted as mediator group. Conclusions. findings present indicate is particularly large for early (pre)school reduces Results furthermore suggest be explained sustain stimuli, interfering how well incoming processed.