Using learning potential to evaluate children with specific language impairment

• María Auxiliadora Robles Bello ^[1] ; María Dolores Calero García ^[2]
  1. [1] Universidad de Jaén

     Universidad de Jaén

     Jaén, España

     
  2. [2] Universidad de Granada

     Universidad de Granada

     Granada, España

     
• Localización: The Spanish Journal of Psychology, ISSN 1138-7416, Nº. 16, 2013, págs. 1-11
• Idioma: inglés
• DOI: 10.1017/sjp.2013.77
• Enlaces
  • Texto completo
• Resumen

  • This article presents research on a learning potential assessment that was administered to 32 preschool children with typical development, and 32 with specific language impairment receiving treatment at CADIT: the Children�s Center for Early Intervention and Development. The study�s main objective was to examine whether the language-impaired group�s cognitive profile could improve by applying learning potential methodology. Its second aim was to demonstrate the effectiveness of mediation in both groups. The results revealed significant differences between the two groups at pretest on most subscales. As for the second objective, we observed differences between pretest and posttest scores in both groups. In the second group, all differences were significant except in the case of classification and auditory memory, while in the first group, the differences between pretest and posttest scores were significant on all sub-scales but visual memory.

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