Tactile-kinesthetic perception of language-impaired children - First empirical results |
Author(s):
Journal/Book: Sprache Kognit. 1995; 14: Langgass-Strasse 76, CH-3000 Bern 9, Switzerland. Verlag Hans Huber. 126-137.
Abstract: The use of symbols requires cognitive skills as well as perceptual abilities. We assume a common base of language and cognition in tactile-kinesthetic perception. In the Piagetian perspective of cognitive development, language development is firstly due to nonlinguistic cognitive prerequisites. They are acquired by sensomotoric (including tactile-kinesthetic) operations, which are a supposition to form linguistic symbolic representations. The subjects in the present study were 25 specific language-impaired and 57 language-normal children. Both groups performed a standardized expressive vocabulary test (AWST 3-6) to evaluate linguistic symbolic abilities and 16 tactile-kinesthetic tasks of a neuropsychological test battery (graphesthesia, stereognosis of TUKI) to assess nonlinguistic symbolic abilities. The language-impaired children were found to perform on average significantly poorer than the other children in vocabulary as well as in tactile-kinesthetic items. So they exhibited a general reduction of symbolic functioning, verbally and nonverbally. Graphesthesia tasks were consistently more difficult to perform than manual stereognosis tasks, especially for three-year-olds. There exists in both groups a significant correlation between age and graphesthesia. No relation was found between tactile-kinesthetic perception and expressive vocabulary by language-normal children, but a significant one between stereognosis and vocabulary by language impaired children. In summary, further studies with more appropriate items and a sophisticated design are needed to test the suggested interactions between the lexical development (of object words) and their tactile-kinesthetic roots.
Note: Article C Kiesehimmel, Univ Gottingen, ABT Phoniatrie Padaudiol, Robert Koch Str 40, D-37075 Gottingen, Germany
Keyword(s): NORMALLY DEVELOPING-CHILDREN; SYMBOLIC PLAY; DISORDERED CHILDREN; ABILITIES; RETARDATION; PREVALENCE; SYNTAX; BUILD; DELAY; BABY
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