{"id":{"repo_id":"lsu-thes","oai_identifier":"oai:repository.lsu.edu:gradschool_dissertations-2042"},"canonical_url":"https://search.dev.ndltd.org/etd/lsu-thes/oai:repository.lsu.edu:gradschool_dissertations-2042","repository":{"repo_id":"lsu-thes","name":"Lousiana State University","base_url":"https://repository.lsu.edu/do/oai/"},"display":{"title":"Creating an SLI performance profile with load","abstract":"The purpose of this body of work was to gain a clearer understanding of the potential cognitive factors that may contribute to Specific Language Impairment (SLI). This study attempted to simulate a performance profile of SLI in typically developing children within a grammaticality judgment task, featuring structures historically difficult (third person singular –S and auxiliary BE) and easy (plural –S and progressive –ING) for individuals with SLI. Cognitive load was manipulated through the length of the sentences to be judged, and individual differences in phonological short term memory (PSTM) and working memory were measured (WM). For a successful simulation to occur, problematic structures should display lower performance than easier structures, particularly for longer sentences, even after taking into consideration individual differences in cognitive abilities. A successful simulation was not achieved as lengthening failed to polarize performance between the historically easier structures and historically difficult structures in the systematic way predicted, even after accounting for differences in working memory ability.","abstract_html":"The purpose of this body of work was to gain a clearer understanding of the potential cognitive factors that may contribute to Specific Language Impairment (SLI). This study attempted to simulate a performance profile of SLI in typically developing children within a grammaticality judgment task, featuring structures historically difficult (third person singular –S and auxiliary BE) and easy (plural –S and progressive –ING) for individuals with SLI. Cognitive load was manipulated through the length of the sentences to be judged, and individual differences in phonological short term memory (PSTM) and working memory were measured (WM). For a successful simulation to occur, problematic structures should display lower performance than easier structures, particularly for longer sentences, even after taking into consideration individual differences in cognitive abilities. A successful simulation was not achieved as lengthening failed to polarize performance between the historically easier structures and historically difficult structures in the systematic way predicted, even after accounting for differences in working memory ability.","abstract_has_math":false,"creators":["Seidel, Christy Marie"],"institution":"Psychology","degree_name":"Doctor of Philosophy (PhD)","degree_level":"Dissertation","degree_discipline":"Psychology","degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2013,"date_issued":"2013-01-01T08:00:00Z","date_published":"2013-01-01T08:00:00Z","updated_at":"2026-07-24T02:58:50Z","subjects":["Specific Language Impairment","SLI","length","plurals","plural -S","progressives","progressive -ING","third person singular -S","BE","auxiliary BE","verbal -S","simulation","working memory","grammaticality judgment"],"languages":[],"rights":["unrestricted","Release the entire work immediately for access worldwide."],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["etd-11182013-133340","https://repository.lsu.edu/gradschool_dissertations/1043"],"render_values":[{"text":"etd-11182013-133340","href":null,"code":true},{"text":"https://repository.lsu.edu/gradschool_dissertations/1043","href":"https://repository.lsu.edu/gradschool_dissertations/1043","code":true}]}]},"links":{"outbound_url":"https://doi.org/10.31390/gradschool_dissertations.1043","outbound_label":"DOI","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["Seidel, Christy Marie"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2013-10-11"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2022-05-12T23:10:50Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Psychology"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Philosophy (PhD)"]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["Psychology"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Specific Language Impairment","SLI","length","plurals","plural -S","progressives","progressive -ING","third person singular -S","BE","auxiliary BE","verbal -S","simulation","working memory","grammaticality judgment"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:rights","label":"Dc Rights","values":["unrestricted","Release the entire work immediately for access worldwide."]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["etd-11182013-133340","10.31390/gradschool_dissertations.1043","https://repository.lsu.edu/gradschool_dissertations/1043"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The purpose of this body of work was to gain a clearer understanding of the potential cognitive factors that may contribute to Specific Language Impairment (SLI). This study attempted to simulate a performance profile of SLI in typically developing children within a grammaticality judgment task, featuring structures historically difficult (third person singular –S and auxiliary BE) and easy (plural –S and progressive –ING) for individuals with SLI. Cognitive load was manipulated through the length of the sentences to be judged, and individual differences in phonological short term memory (PSTM) and working memory were measured (WM). For a successful simulation to occur, problematic structures should display lower performance than easier structures, particularly for longer sentences, even after taking into consideration individual differences in cognitive abilities. A successful simulation was not achieved as lengthening failed to polarize performance between the historically easier structures and historically difficult structures in the systematic way predicted, even after accounting for differences in working memory ability."]},{"key":"dc:title","label":"Title","values":["Creating an SLI performance profile with load"]}]}],"canonical_facts":{"dc:creator":["Seidel, Christy Marie"],"dc:date":["2013-10-11"],"dc:date.available":["2022-05-12T23:10:50Z"],"dc:description.abstract":["The purpose of this body of work was to gain a clearer understanding of the potential cognitive factors that may contribute to Specific Language Impairment (SLI). This study attempted to simulate a performance profile of SLI in typically developing children within a grammaticality judgment task, featuring structures historically difficult (third person singular –S and auxiliary BE) and easy (plural –S and progressive –ING) for individuals with SLI. Cognitive load was manipulated through the length of the sentences to be judged, and individual differences in phonological short term memory (PSTM) and working memory were measured (WM). For a successful simulation to occur, problematic structures should display lower performance than easier structures, particularly for longer sentences, even after taking into consideration individual differences in cognitive abilities. A successful simulation was not achieved as lengthening failed to polarize performance between the historically easier structures and historically difficult structures in the systematic way predicted, even after accounting for differences in working memory ability."],"dc:identifier":["etd-11182013-133340","10.31390/gradschool_dissertations.1043","https://repository.lsu.edu/gradschool_dissertations/1043"],"dc:rights":["unrestricted","Release the entire work immediately for access worldwide."],"dc:subject":["Specific Language Impairment","SLI","length","plurals","plural -S","progressives","progressive -ING","third person singular -S","BE","auxiliary BE","verbal -S","simulation","working memory","grammaticality judgment"],"dc:title":["Creating an SLI performance profile with load"],"thesis:degree_discipline":["Psychology"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Doctor of Philosophy (PhD)"],"thesis:institution_name":["Psychology"]},"updated_at":"2026-07-24T02:58:50Z"}