Investigating Task Persistence in Preschool Children With Developmental Language Disorder.
Saved in:
| Title: | Investigating Task Persistence in Preschool Children With Developmental Language Disorder. |
|---|---|
| Authors: | Formanek, Madison1, Spaulding, Tammie J.1 tammie.spaulding@uconn.edu |
| Source: | Language, Speech & Hearing Services in Schools. Oct2024, Vol. 55 Issue 4, p1099-1109. 11p. |
| Subject Terms: | *Play, *Learning, *Motivation (Psychology), *Educational psychology, *Language acquisition, *Child behavior, Language disorders in children, Task performance, Research funding, Descriptive statistics, Data analysis software |
| Abstract: | Purpose: The present study was designed to investigate persistence in preschool children with developmental language disorder (DLD) compared to similar-age peers with typical language (TL) on tasks designed to be moderately challenging, yet equivalent in difficulty for both groups. Method: Sixteen preschool-age children with DLD were matched to 16 children with TL based on chronological age, biological sex, and maternal education. The children completed two play-based tasks that were designed to elicit some success but impossible to complete. Task persistence was measured by the total time spent attempting to complete each unachievable task. Results: Despite equivalent task difficulty for both groups, the children with DLD exhibited less persistence than the TL group. This reduced persistence behavior on the part of the DLD group was a generalized and not a task-specific response. Conclusions: Despite experiencing the same degree of success on moderately challenging play-based tasks, the children in the DLD group exhibited reduced task persistence relative to the TL group. Potential implications for reduced persistence for children with DLD are discussed. [ABSTRACT FROM AUTHOR] |
| Copyright of Language, Speech & Hearing Services in Schools is the property of American Speech-Language-Hearing Association and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
|---|---|
| Header | DbId: ehh DbLabel: Education Research Complete An: 180300490 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
| IllustrationInfo | |
| Items | – Name: Title Label: Title Group: Ti Data: Investigating Task Persistence in Preschool Children With Developmental Language Disorder. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Formanek%2C+Madison%22">Formanek, Madison</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Spaulding%2C+Tammie+J%2E%22">Spaulding, Tammie J.</searchLink><relatesTo>1</relatesTo><i> tammie.spaulding@uconn.edu</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Language%2C+Speech+%26+Hearing+Services+in+Schools%22">Language, Speech & Hearing Services in Schools</searchLink>. Oct2024, Vol. 55 Issue 4, p1099-1109. 11p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Play%22">Play</searchLink><br />*<searchLink fieldCode="DE" term="%22Learning%22">Learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Motivation+%28Psychology%29%22">Motivation (Psychology)</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+psychology%22">Educational psychology</searchLink><br />*<searchLink fieldCode="DE" term="%22Language+acquisition%22">Language acquisition</searchLink><br />*<searchLink fieldCode="DE" term="%22Child+behavior%22">Child behavior</searchLink><br /><searchLink fieldCode="DE" term="%22Language+disorders+in+children%22">Language disorders in children</searchLink><br /><searchLink fieldCode="DE" term="%22Task+performance%22">Task performance</searchLink><br /><searchLink fieldCode="DE" term="%22Research+funding%22">Research funding</searchLink><br /><searchLink fieldCode="DE" term="%22Descriptive+statistics%22">Descriptive statistics</searchLink><br /><searchLink fieldCode="DE" term="%22Data+analysis+software%22">Data analysis software</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Purpose: The present study was designed to investigate persistence in preschool children with developmental language disorder (DLD) compared to similar-age peers with typical language (TL) on tasks designed to be moderately challenging, yet equivalent in difficulty for both groups. Method: Sixteen preschool-age children with DLD were matched to 16 children with TL based on chronological age, biological sex, and maternal education. The children completed two play-based tasks that were designed to elicit some success but impossible to complete. Task persistence was measured by the total time spent attempting to complete each unachievable task. Results: Despite equivalent task difficulty for both groups, the children with DLD exhibited less persistence than the TL group. This reduced persistence behavior on the part of the DLD group was a generalized and not a task-specific response. Conclusions: Despite experiencing the same degree of success on moderately challenging play-based tasks, the children in the DLD group exhibited reduced task persistence relative to the TL group. Potential implications for reduced persistence for children with DLD are discussed. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Language, Speech & Hearing Services in Schools is the property of American Speech-Language-Hearing Association and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=180300490 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1044/2024_LSHSS-23-00196 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 11 StartPage: 1099 Subjects: – SubjectFull: Play Type: general – SubjectFull: Learning Type: general – SubjectFull: Motivation (Psychology) Type: general – SubjectFull: Educational psychology Type: general – SubjectFull: Language acquisition Type: general – SubjectFull: Child behavior Type: general – SubjectFull: Language disorders in children Type: general – SubjectFull: Task performance Type: general – SubjectFull: Research funding Type: general – SubjectFull: Descriptive statistics Type: general – SubjectFull: Data analysis software Type: general Titles: – TitleFull: Investigating Task Persistence in Preschool Children With Developmental Language Disorder. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Formanek, Madison – PersonEntity: Name: NameFull: Spaulding, Tammie J. IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 10 Text: Oct2024 Type: published Y: 2024 Identifiers: – Type: issn-print Value: 01611461 Numbering: – Type: volume Value: 55 – Type: issue Value: 4 Titles: – TitleFull: Language, Speech & Hearing Services in Schools Type: main |
| ResultId | 1 |
