Search PubMed⌕ Search

Biomedical subjects

E H Wiig

Publications and source records attributed to E H Wiig.

15 recordsLinked to original sources
PubMed1987

Language disorders in childhood and adolescence: implications for learning and socialization.

Children and adolescents with language disorders encounter disruption in the fluency of social interaction. Because of the chronic nature of language disabilities, problems in academic achievement and success become the hallmark of the disorders during the school years. Since adolescence represents a time of experimentation and definition of the self, individuals with language disorders are at high risk for the development of fragmented and inappropriate perspectives about themselves. Treatment must address, in a functionally coordinated manner, the acquisition of essential linguistic and basic academic skills, the learning of curriculum content, and the development of appropriate perspectives of the self and the environment.

Adolescent↗
PubMed1977

Perception and interpretation of explicit negations by learning-disabled children and adolescents.

The present study evaluated and compared the preception and interpretation of 21 explicit negative sentences by 15 learning disabled third graders and 15 controls, 20 learning disabled adolescents and 20 controls, and 16 randomly selected adults. The proportions of correct interpretations of the experimental sentences did not differ significantly among subject groups. In a similar vein the proportions of correct responses to individual test items did not differ significantly. The findings suggest that the learning-disabled third graders and adolescents adequately perceived the stressed negated elements and interpreted the meanings of the explicit negative sentences appropriately. These findings conflict with previous observations that dyslexic children experienced problems in processing prosodic suprasegmental features (Vogel, 1974).

Adolescent↗
PubMed1975

Immediate recall fo semantically varied "sentences" by learning-disabled adolescents.

The immediate recall of 20 semantically and syntactically varied sentences was assessed and compared for 30 learning-disabled and 30 academically achieving adolescents. Learning-disabled adolescents repeated significantly fewer of the sentences verbatim than their achieving age peers. They exhibited significant reductions in the recall of sentences which violated semantic (selectional) rules, contained correctly and incorrectly sequenced modifier-strings, contained a random word-setting, or were syntactically complex. Perseveration errors occured more frequently among the learning-disabled adolescents than among the achievers and inter-sentence perseverative errors were exhibited only by those who were learning disabled. The rank order of difficulty for the sentences agreed for the two groups, suggesting primarily quantitative reductions in the immediate recall by the learning-disabled adolescents. The findings suggest that learning-disabled adolescents depend heavily upon semantic aspects for language processing, experience immediate memory and sequencing problems for modifier-strings, and exhibit a prevalence of interfering perseverative responses.

Adolescent↗