Camminga Thomas F, Hermans Daan, Segers Eliane, Vissers Constance T W M
Radboud University, Behavioural Science Institute, Nijmegen, the Netherlands.
Royal Kentalis, Sint-Michielsgestel, the Netherlands.
Autism Dev Lang Impair. 2024 Aug 21;9:23969415241268245. doi: 10.1177/23969415241268245. eCollection 2024 Jan-Dec.
Many children with developmental language disorder (DLD) have difficulties in executive functioning (EF) and theory of mind (ToM). These difficulties might be explained by the theory that children's conceptual understanding changes over five stages of word meaning structure, from concrete and context-dependent to abstract and precise. We present a multiple case study examining how word meaning structure relates to EF and ToM in children with DLD.
Participants were five children with DLD aged 9-12 and five typically developing children matched for age, gender, and nonverbal intelligence. Word meaning structure was assessed using new dynamic test. EF was assessed using the Zoo Map Task and Behavioral Rating Inventory for EF. ToM was assessed using the ToM test, Frith-Happé Animations, and Bermond-Vorst Alexithymia Questionnaire. Behavioral problems were measured using the Child Behavior Checklist. Anamnestic interviews with the parents were conducted to describe the case histories.
For the children with DLD, lower scores in the word meaning structure task were observed compared to those observed for their matched peers, with no statistical test applied. Word meaning structure related positively to EF and ToM, but not to behavioral problems. Instances in which word meaning structure dissociates from EF and ToM are discussed in individual case descriptions.
By linking language to conceptual development, variations in word meaning structure may explain some EF and ToM difficulties in children with DLD.
The present study offers a basis for future research on the relationships among word meaning structure, EF, and ToM.
许多发育性语言障碍（DLD）儿童在执行功能（EF）和心理理论（ToM）方面存在困难。这些困难可能可以用以下理论来解释：儿童的概念理解在词义结构的五个阶段中会发生变化，从具体且依赖语境到抽象且精确。我们进行了一项多案例研究，以考察词义结构与DLD儿童的EF和ToM之间的关系。
参与者为五名9至12岁的DLD儿童以及五名在年龄、性别和非言语智力方面相匹配的发育正常儿童。使用新的动态测试评估词义结构。使用动物园地图任务和执行功能行为评定量表评估EF。使用心理理论测试、弗里思-哈佩动画和伯蒙德-沃斯特述情障碍问卷评估ToM。使用儿童行为检查表测量行为问题。对家长进行回忆性访谈以描述病例史。
对于DLD儿童，与匹配的同龄人相比，在词义结构任务中的得分较低，未进行统计检验。词义结构与EF和ToM呈正相关，但与行为问题无关。在个体病例描述中讨论了词义结构与EF和ToM分离的情况。
通过将语言与概念发展联系起来，词义结构的变化可能解释了DLD儿童的一些EF和ToM困难。
本研究为未来关于词义结构、EF和ToM之间关系的研究提供了基础。
