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Child Neuropsychology
A Journal on Normal and Abnormal Development in Childhood and Adolescence
Volume 21, 2015 - Issue 4
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Original Articles

Receptive vocabulary and semantic knowledge in children with SLI and children with Down syndrome

Glynis LawsSchool of Experimental Psychology, University of Bristol, Bristol, UKCorrespondence[email protected]
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,
Josie BriscoeSchool of Experimental Psychology, University of Bristol, Bristol, UKView further author information
,
Su-Yin AngSchool of Experimental Psychology, University of Bristol, Bristol, UKView further author information
,
Heather BrownSchool of Experimental Psychology, University of Bristol, Bristol, UKView further author information
,
Ehab HermenaSchool of Experimental Psychology, University of Bristol, Bristol, UKView further author information
&
Anna KapikianSchool of Experimental Psychology, University of Bristol, Bristol, UKView further author information
Pages 490-508 | Received 25 Oct 2013, Accepted 31 Mar 2014, Published online: 15 May 2014

Citations (21)

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Huma Hafeez, Tahira Yasmin, Muhammad Hashim Raza, Lubna Mubarak, Komal Ashraf, Malka M. Samra & Muhammad Asim Raza Basra. (2023) Receptive vocabulary, memory span, and speech articulation in Pakistani children with developmental language disorders. Child Neuropsychology 29:3, pages 391-412.
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Carly Meyer, Deborah Theodoros & Louise Hickson. (2017) Management of swallowing and communication difficulties in Down syndrome: A survey of speech-language pathologists. International Journal of Speech-Language Pathology 19:1, pages 87-98.
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Articles from other publishers (19)

Kara Hawthorne & Susan J. Loveall. (2023) The Effects of Syntactic, Semantic, and Pragmatic Prominence on Pronoun Interpretation in Adults With Intellectual and Developmental Disabilities. Journal of Speech, Language, and Hearing Research, pages 1-16.
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A. Comblain, A. Witt & J.-P. Thibaut. (2023) Développement lexical dans le cadre d’une déficience intellectuelle : le point sur la question. Psychologie Française 68:1, pages 91-115.
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Stephanie Vanclooster, Stacey Bissell, Agnies M. van Eeghen, Nola Chambers, Liesbeth De Waele, Anna W. Byars, Jamie K. Capal, Sebastián Cukier, Peter Davis, Jennifer Flinn, Sugnet Gardner-Lubbe, Tanjala Gipson, Tosca-Marie Heunis, Dena Hook, J. Christopher Kingswood, Darcy A. Krueger, Aubrey J. Kumm, Mustafa Sahin, Eva Schoeters, Catherine Smith, Shoba Srivastava, Megumi Takei, Robert Waltereit, Anna C. Jansen & Petrus J. de Vries. (2022) The research landscape of tuberous sclerosis complex–associated neuropsychiatric disorders (TAND)—a comprehensive scoping review. Journal of Neurodevelopmental Disorders 14:1.
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Armando Q. Angulo-Chavira, Alejandra M. Castellón-Flores, Julia B. Barrón-Martínez & Natalia Arias-Trejo. (2022) Word prediction using closely and moderately related verbs in Down syndrome. Frontiers in Psychology 13.
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Kari-Anne B. Næss, Silje Hokstad, Liv Inger Engevik, Arne Lervåg & Elizabeth Smith. (2022) A Randomized Trial of the Digital Down Syndrome LanguagePlus (DSL+) Vocabulary Intervention Program. Remedial and Special Education 43:5, pages 314-327.
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Marisa G. Filipe, Sara Cruz, Andreia S. Veloso & Sónia Frota. (2022) Early predictors of language outcomes in Down syndrome: A mini-review. Frontiers in Psychology 13.
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Christelle Declercq & Régis Pochon. (2022) Emotional Lexicon in Down Syndrome. American Journal on Intellectual and Developmental Disabilities 127:4, pages 278-292.
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Tüba KÜÇÜK & Funda ACARLAR. (2022) Investigation of the Relationship between Semantic Information and Verbal Working Memory in Children with Typical Developing, Down Syndrome and Autism Spectrum DisorderSemantik Bilgi ile Sözel Çalışma Belleği İlişkisinin Tipik Gelişim Gösteren, Down Sendromu Olan ve Otizm Spektrum Bozukluğu Bulunan Çocuklarda İncelenmesi. Cukurova University Faculty of Education Journal 51:1, pages 410-442.
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Sara Onnivello, Francesca Pulina, Chiara Locatelli, Chiara Marcolin, Giuseppe Ramacieri, Francesca Antonaros, Beatrice Vione, Maria Caracausi & Silvia Lanfranchi. (2022) Cognitive profiles in children and adolescents with Down syndrome. Scientific Reports 12:1.
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Samuel Evans & Stuart Rosen. (2022) Who is Right? A Word-Identification-in-Noise Test for Young Children Using Minimal Pair Distracters. Journal of Speech, Language, and Hearing Research 65:1, pages 159-168.
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Stephanie J. Tarle, R. Matt Alderson, Elaine F. Arrington & Delanie K. Roberts. (2019) Emotion Regulation and Children With Attention-Deficit/Hyperactivity Disorder: The Effect of Varying Phonological Working Memory Demands. Journal of Attention Disorders 25:6, pages 851-864.
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Karin Hein & Christina Kauschke. (2020) Word Form Processing in Primary School Children: A Psycholinguistic Perspective. Journal of Speech, Language, and Hearing Research 63:11, pages 3685-3699.
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Katherine G. Grealish, August M. Price & David S. Stein. (2020) Systematic Review of Recent Pediatric Down Syndrome Neuropsychology Literature: Considerations for Regression Assessment and Monitoring. Journal of Developmental & Behavioral Pediatrics 41:6, pages 486-495.
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Elizabeth Smith, Silje Hokstad & Kari-Anne B. Næss. (2020) Children with Down syndrome can benefit from language interventions; Results from a systematic review and meta-analysis. Journal of Communication Disorders 85, pages 105992.
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Elizabeth Hilvert & Audra Sterling. 2019. 119 169 .
Ines Basten, Richard Boada, Hudson Taylor, Katherine Koenig, Veridiana Barrionuevo, Ana Brandão & Alberto Costa. (2018) On the Design of Broad-Based Neuropsychological Test Batteries to Assess the Cognitive Abilities of Individuals with Down Syndrome in the Context of Clinical Trials. Brain Sciences 8:12, pages 205.
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. 2018. Language Disorders from Infancy Through Adolescence. Language Disorders from Infancy Through Adolescence 682 779 .
Susanne S. Vogt & Christina Kauschke. (2017) With Some Help From Others' Hands: Iconic Gesture Helps Semantic Learning in Children With Specific Language Impairment. Journal of Speech, Language, and Hearing Research 60:11, pages 3213-3225.
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Octavio García, Beatriz Castillo-Ignacio & Natalia Arias-Trejo. 2017. Language Development and Disorders in Spanish-speaking Children. Language Development and Disorders in Spanish-speaking Children 343 355 .

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