{"id":{"repo_id":"mo-state","oai_identifier":"oai:bearworks.missouristate.edu:theses-1422"},"canonical_url":"https://search.dev.ndltd.org/etd/mo-state/oai:bearworks.missouristate.edu:theses-1422","repository":{"repo_id":"mo-state","name":"Missouri State University","base_url":"https://bearworks.missouristate.edu/do/oai/"},"display":{"title":"The Performance of Children With and Without Language Disorders on Perceptual, Inductive Reasoning, and Deductive Reasoning Cognitive Tasks","abstract":"The performance of children with and without language disorders on eleven cognitive tasks was examined. Twenty children with language disorders and twenty children matched for chronological age and gender participated in this study. The tasks were divided into three categories according to the type of problem solving skills required: inductive reasoning, deductive reasoning, and perceptual. The children without language disorders performed significantly better than the children with language disorders on each of the individual tasks. The group differences were greatest on the inductive tasks, followed by the deductive tasks, and smallest on the perceptual tasks.","abstract_html":"The performance of children with and without language disorders on eleven cognitive tasks was examined. Twenty children with language disorders and twenty children matched for chronological age and gender participated in this study. The tasks were divided into three categories according to the type of problem solving skills required: inductive reasoning, deductive reasoning, and perceptual. The children without language disorders performed significantly better than the children with language disorders on each of the individual tasks. The group differences were greatest on the inductive tasks, followed by the deductive tasks, and smallest on the perceptual tasks.","abstract_has_math":false,"creators":["Flattre, Julia D."],"institution":null,"degree_name":"Master of Science in Communication Sciences and Disorders","degree_level":"Masters","degree_discipline":"Communication Sciences and Disorders","degree_department":null,"school":null,"contributors":["Julie Masterson"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":1995,"date_issued":"1995-05-01T07:00:00Z","date_published":"1995-05-01T07:00:00Z","updated_at":"2026-07-24T03:15:29Z","subjects":["Communication Sciences and Disorders"],"languages":[],"rights":["© Julia D Flattre"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://bearworks.missouristate.edu/theses/421","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Julie Masterson"]},{"key":"dc:creator","label":"Author","values":["Flattre, Julia D."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"thesis:degree_discipline","label":"Discipline","values":["Communication Sciences and Disorders"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Masters"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Science in Communication Sciences and Disorders"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Communication Sciences and Disorders"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:rights","label":"Dc Rights","values":["© Julia D Flattre"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://bearworks.missouristate.edu/theses/421"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The performance of children with and without language disorders on eleven cognitive tasks was examined. Twenty children with language disorders and twenty children matched for chronological age and gender participated in this study. The tasks were divided into three categories according to the type of problem solving skills required: inductive reasoning, deductive reasoning, and perceptual. The children without language disorders performed significantly better than the children with language disorders on each of the individual tasks. The group differences were greatest on the inductive tasks, followed by the deductive tasks, and smallest on the perceptual tasks."]},{"key":"dc:title","label":"Title","values":["The Performance of Children With and Without Language Disorders on Perceptual, Inductive Reasoning, and Deductive Reasoning Cognitive Tasks"]}]}],"canonical_facts":{"dc:contributor":["Julie Masterson"],"dc:creator":["Flattre, Julia D."],"dc:description.abstract":["The performance of children with and without language disorders on eleven cognitive tasks was examined. Twenty children with language disorders and twenty children matched for chronological age and gender participated in this study. The tasks were divided into three categories according to the type of problem solving skills required: inductive reasoning, deductive reasoning, and perceptual. The children without language disorders performed significantly better than the children with language disorders on each of the individual tasks. The group differences were greatest on the inductive tasks, followed by the deductive tasks, and smallest on the perceptual tasks."],"dc:identifier":["https://bearworks.missouristate.edu/theses/421"],"dc:rights":["© Julia D Flattre"],"dc:subject":["Communication Sciences and Disorders"],"dc:title":["The Performance of Children With and Without Language Disorders on Perceptual, Inductive Reasoning, and Deductive Reasoning Cognitive Tasks"],"thesis:degree_discipline":["Communication Sciences and Disorders"],"thesis:degree_level":["Masters"],"thesis:degree_name":["Master of Science in Communication Sciences and Disorders"]},"updated_at":"2026-07-24T03:15:29Z"}