{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/85201"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/85201","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Language and IQ in Children With Language Impairment","abstract":"The present study used multiple regression techniques to explore the potential relations between language and IQ in 30 children with language impairment. According to a modular model, this study hypothesized that semantic abilities would be substantially associated with IQ while morphosyntactic and phonological memory skills would remain relatively independent. Three primary findings emerged. First, children with language impairment, as a group, scored higher on a nonverbal IQ test than on a verbal IQ measure. Second, semantic abilities accounted for 43% of variance in verbal IQ scores, with skills in morphosyntax and phonological memory failing to contribute any additional variance. Third, nonverbal IQ was a relatively weak predictor of all three language domains---semantics, morphosyntax, and phonological memory---particularly when standardized language measures were removed from the dependent variables. Implications regarding clinical and scientific practices are discussed.","abstract_html":"The present study used multiple regression techniques to explore the potential relations between language and IQ in 30 children with language impairment. According to a modular model, this study hypothesized that semantic abilities would be substantially associated with IQ while morphosyntactic and phonological memory skills would remain relatively independent. Three primary findings emerged. First, children with language impairment, as a group, scored higher on a nonverbal IQ test than on a verbal IQ measure. Second, semantic abilities accounted for 43% of variance in verbal IQ scores, with skills in morphosyntax and phonological memory failing to contribute any additional variance. Third, nonverbal IQ was a relatively weak predictor of all three language domains---semantics, morphosyntax, and phonological memory---particularly when standardized language measures were removed from the dependent variables. Implications regarding clinical and scientific practices are discussed.","abstract_has_math":false,"creators":["DeThorne, Laura Segebart"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ph.D.","degree_level":"Dissertation","degree_discipline":"Speech and Hearing Science","degree_department":null,"school":null,"contributors":["Watkins, Ruth V."],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2015,"date_issued":"2015-09-25T22:36:06Z","date_published":"2015-09-25T22:36:06Z","updated_at":"2026-07-22T22:26:24Z","subjects":["Psychology, Cognitive"],"languages":["eng"],"rights":[],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["(MiAaPQ)AAI3070289"],"render_values":[{"text":"(MiAaPQ)AAI3070289","href":null,"code":true}]}]},"links":{"outbound_url":"http://hdl.handle.net/2142/85201","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Watkins, Ruth V."]},{"key":"dc:creator","label":"Author","values":["DeThorne, Laura Segebart"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2015-09-25T22:36:06Z","10000-01-01","2002"]},{"key":"dc:type","label":"Dc Type","values":["text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Speech and Hearing Science"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ph.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Psychology, Cognitive"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["eng"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/2142/85201","(MiAaPQ)AAI3070289"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["The present study used multiple regression techniques to explore the potential relations between language and IQ in 30 children with language impairment. 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According to a modular model, this study hypothesized that semantic abilities would be substantially associated with IQ while morphosyntactic and phonological memory skills would remain relatively independent. Three primary findings emerged. First, children with language impairment, as a group, scored higher on a nonverbal IQ test than on a verbal IQ measure. Second, semantic abilities accounted for 43% of variance in verbal IQ scores, with skills in morphosyntax and phonological memory failing to contribute any additional variance. Third, nonverbal IQ was a relatively weak predictor of all three language domains---semantics, morphosyntax, and phonological memory---particularly when standardized language measures were removed from the dependent variables. Implications regarding clinical and scientific practices are discussed.","Made available in DSpace on 2015-09-25T22:36:06Z (GMT). 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