Hemispheric specialization for speech perception in language deficient kindergarten children

Davida R. Rosenblum, Michael Dorman

Research output: Contribution to journalArticle

17 Citations (Scopus)

Abstract

Twenty right-handed kindergarten children with superior language skills and twenty with deficient language skills (as defined by performance on an elicited sentence repetition task) were tested (1) for hemispheric specialization for speech perception with a dichotic CV syllable task and (2) for relative manual proficiency by means of a battery of hand tasks. Reading readiness and aspects of other cognitive abilities were also assessed. The superior children evidenced a mean right-ear advantage of 14.5%, which is consistent with normal values reported by other investigators using the same stimuli. The language deficient group evidenced essentially no mean ear advantage (0.5) with half of these subjects exhibiting left-ear superiority. The findings suggest relationships among cerébral dominance, language proficiency (including reading readiness), and general cognitive functioning.

Original languageEnglish (US)
Pages (from-to)378-389
Number of pages12
JournalBrain and Language
Volume6
Issue number3
DOIs
StatePublished - 1978

Fingerprint

Cerebral Dominance
Speech Perception
kindergarten child
specialization
Language
Ear
language
Reading
language group
cognitive ability
Aptitude
stimulus
Reference Values
Hand
Research Personnel
performance
Kindergarten
Hemispheric Specialization
Values
Language Skills

ASJC Scopus subject areas

  • Language and Linguistics
  • Neuroscience(all)
  • Experimental and Cognitive Psychology
  • Neuropsychology and Physiological Psychology

Cite this

Hemispheric specialization for speech perception in language deficient kindergarten children. / Rosenblum, Davida R.; Dorman, Michael.

In: Brain and Language, Vol. 6, No. 3, 1978, p. 378-389.

Research output: Contribution to journalArticle

Rosenblum, Davida R. ; Dorman, Michael. / Hemispheric specialization for speech perception in language deficient kindergarten children. In: Brain and Language. 1978 ; Vol. 6, No. 3. pp. 378-389.
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