Error Patterns and Error Processing During a Shifting Task in Children with DLD
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| Vydáno v: | ProQuest Dissertations and Theses (2024) |
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ProQuest Dissertations & Theses
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| On-line přístup: | Citation/Abstract Full Text - PDF |
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| Abstrakt: | Introduction/Aims: There is a substantial need to establish whether shifting is challenging for children with developmental language disorder (DLD). This study assessed the shifting ability of children with DLD compared to children with typical development (TD) by comparing error patterns. Error processing in children with DLD compared to TD peers was also examined through electrophysiological measures.Method: 18 children with DLD and 23 children with TD completed a local-global shifting task while electroencephalogram (EEG) data was recorded. The number and type of errors were coded by reviewing the rule, stimulus, and response of the error trial and preceding trials. Statistical comparisons and qualitative analysis of individual participant data were used to determine group differences. EEG data were analyzed to examine event-related potentials (ERPs) related to errors, including error-related negativity (ERN) and error positivity (Pe).Results: Performance between single-rule and mixed-rule blocks differed significantly in both groups. Children with DLD did not make significantly more errors or different error types than children with TD, except for a combined error (response perseveration and random shift). Trends demonstrating more difficulty with shifting on average for children with DLD were found compared to children with TD. Analysis of individual data showed increased random responses and response perseverations in the participants with the most errors. However, wide variation in the data prevented the formation of strong conclusions. No significant differences were found in the electrophysiological measures of error processing of children with DLD compared to the TD group. An ERN following incorrect responses was observed in the grand average waveform for children with TD, which was not observed in children with DLD.Discussion: Insignificant differences between groups may have resulted from the type of task used to measure shifting and considerable variability between participants. Statistical analysis of block type and individual blocks suggested that mixed-rule blocks were significantly more demanding than single-rule blocks. Children with DLD and the weakest performers in the task from both groups appeared to perform comparatively closer to peers with TD in single-rule blocks than in mixed-rule blocks. Additionally, the performance of participants with the greatest number of errors appeared to be driven by distraction and response perseveration, as opposed to rule application errors. Overall, children with DLD showed minimal differences in set-shifting on the local-global task compared to children with TD, and the contribution of shifting to deficits observed in DLD requires further study. |
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| ISBN: | 9798383698976 |
| Zdroj: | ProQuest Dissertations & Theses Global |