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The effects of presentation and content on syllogistic reasoning by children with and without specific language impairment

Newton, EJ and Roberts, MJ and Donlan, C (2012) 'The effects of presentation and content on syllogistic reasoning by children with and without specific language impairment.' Journal of Cognitive Psychology, 24 (7). 802 - 814. ISSN 2044-5911

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Abstract

This study examines performance at a syllogistic reasoning task for a group of children (age 10 years) with specific language impairment (SLI) along with age- and language-matched controls. The syllogisms were presented either verbally or verbally/pictorially, and contained two types of item: imaginary versus real, both intended not to evoke strong beliefs. Children with SLI performed worse than age-matched controls, and equivalently to language-matched controls. Patterns of performance indicate this may be due to cognitive ability deficits rather than specific language deficits. For all groups, pictorial presentation interfered with reasoning processes. It is suggested that, for syllogisms, this pictorial information contextualises the interpretation of the task, and that in turn either raises working memory load or evokes belief bias. Additionally, these results suggest that caution should be exhibited before using visual aids to help children with SLI in the classroom. © 2012 Psychology Press.

Item Type: Article
Subjects: B Philosophy. Psychology. Religion > BF Psychology
Divisions: Faculty of Science and Health > Psychology, Department of
Depositing User: Jim Jamieson
Date Deposited: 01 Mar 2013 09:55
Last Modified: 30 Jan 2019 16:17
URI: http://repository.essex.ac.uk/id/eprint/5708

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