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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Hits 1 – 5 of 5 1 Sustained Attention in Developmental Language Disorder and Its Relation to Working Memory and Language Smolak, Erin; McGregor, Karla K.; Arbisi-Kelm, Tim; Eden, Nichole In: J Speech Lang Hear Res (2020) Abstract: PURPOSE: Based on evidence of deficits in domain-general cognitive abilities associated with developmental language disorder (DLD), the current study examined sustained attention performance in children with DLD compared to children with typical language development (TLD) and the interrelations between visual–spatial sustained attention, visual–spatial working memory, and language abilities across groups. METHOD: Participants included 67 children at 7 years of age: 25 children with DLD (13 girls and 12 boys) and 42 children with TLD (23 girls and 19 boys). We assessed children's visual–spatial sustained attention, visual–spatial working memory, and language ability on a test of narrative language. RESULT: Children with DLD scored significantly below their peers on a measure of visual–spatial sustained attention. Significant intercorrelations were observed between sustained attention, working memory, and language ability within the DLD group, but no correlations were observed between these measures in the TLD group. CONCLUSION: Children with DLD have domain-general deficits in sustained attention, and correlational results have implications for whether and how language abilities are supported by domain-general cognition in both typical and disordered development. Keyword: Language URL: http://www.ncbi.nlm.nih.gov/pmc/articles/PMC8608174/ http://www.ncbi.nlm.nih.gov/pubmed/33166200 https://doi.org/10.1044/2020_JSLHR-20-00265 BASE Hide details 2 Continuity in language development: Predictions from decontextualized vocabulary and lexical access Smolak, Erin L. - : eScholarship, University of California, 2019 In: Smolak, Erin L. (2019). Continuity in language development: Predictions from decontextualized vocabulary and lexical access. UC San Diego: Language and Communicative Disorders (Joint Doctoral with SDSU). Retrieved from: http://www.escholarship.org/uc/item/6pc2q5sd (2019) BASE Show details 3 Continuity in language development: Predictions from decontextualized vocabulary and lexical access Smolak, Erin L. - : eScholarship, University of California, 2019 BASE Show details 4 A Cross-Language Study of Decontextualized Vocabulary Comprehension in Toddlerhood and Kindergarten Readiness Friend, Margaret; Smolak, Erin; Liu, Yushuang. - 2018 BASE Show details 5 Language Status at Age 3: Group and Individual Prediction from Vocabulary Comprehension in the Second Year Friend, Margaret; Smolak, Erin; Patrucco-Nanchen, Tamara. - 2018 BASE Show details

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