Number processing skill trajectories in children with specific language impairment

  1. Cristina Rodríguez Rodríguez 1
  2. Sandra González 2
  3. Christian Peake 2
  4. Felipe Sepúlveda 2
  5. Juan Andrés Hernández Cabrera 1
  1. 1 Universidad de La Laguna
    info

    Universidad de La Laguna

    San Cristobal de La Laguna, España

    GRID grid.10041.34

  2. 2 Catholic University of the Most Holy Conception
    info

    Catholic University of the Most Holy Conception

    Concepción, Chile

    GRID grid.412876.e

Journal:
Psicothema

ISSN: 0214-9915

Year of publication: 2020

Volume: 32

Issue: 1

Pages: 92-99

Type: Article

Export: RIS
DOI: 10.7334/psicothema2019.104 DIALNET GOOGLE SCHOLAR lock_openOpen access editor

Metrics

Cited by

  • Scopus Cited by: 0 (31-10-2021)

JCR (Journal Impact Factor)

  • Year 2020
  • Journal Impact Factor: 3.89
  • Best Quartile: Q1
  • Area: PSYCHOLOGY, MULTIDISCIPLINARY Quartile: Q1 Rank in area: 30/140 (Ranking edition: SSCI)

SCImago Journal Rank

  • Year 2020
  • SJR Journal Impact: 1.308
  • Best Quartile: Q1
  • Area: Psychology (miscellaneous) Quartile: Q1 Rank in area: 42/263

Índice Dialnet de Revistas

  • Year 2020
  • Journal Impact: 2.959
  • Field: PSICOLOGÍA Quartile: C1 Rank in field: 4/109

CIRC

  • Social Sciences: A

CiteScore

  • Year 2020
  • CiteScore of the Journal : 4.9
  • Area: Psychology (all) Percentile: 85

Journal Citation Indicator (JCI)

  • Year 2020
  • Journal Citation Indicator (JCI): 1.36
  • Best Quartile: Q1
  • Area: PSYCHOLOGY, MULTIDISCIPLINARY Quartile: Q1 Rank in area: 31/196

Abstract

Background: A number of contrasting hypotheses have been put forward concerning mathematical performance deficits in children with specific language impairment (SLI). However, debate as to the nature of this deficit continues. The present study analyzed whether the trajectories of SLI-children may be attributed to the use of symbolic vs. linguistic assessment tasks, or to a deficit in the magnitude system. Method: SLI-children (N=20) and typically achieving children (N=20) were monitored between kindergarten and first grade. Four tasks were designed, each with varying demands on language, symbolic, and domain-specific skills. Results: The groups only differed in the trajectories of those numerical tasks involving high language demand. Conclusions: These findings indicate that SLI children present an early deficit in the development of numerical skills that require retrieval from long term memory and articulation of a phonological representation. Number skills involving greater language demand should be included as part of SLI early detection and intervention protocols.

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