Study On Characteristics And Mechanism Of Picture Naming In Competitive Conditions In Children With Specific Language Impairment

Children with specific language impairment(children with SLI)have slow and error-prone naming performance,which seriously affects their subsequent language development and communication.The naming process includes semantic activation and lexical selection.It is believed that the level of lexical semantics and ability to suppress interference affects semantic activation and lexical selection,which in turn affects the naming performance.However,the current understanding of the characteristics of naming performance of children with SLI who speak Mandarin is insufficient,and the correlations between their lexical-semantic level,interference inhibition,and naming performance are still relatively little explored to provide suggestions for rehabilitation.Therefore,this study first investigates the characteristics of children’s naming under different semantic interference conditions,and then explores the correlation between children’s lexical semantic level and lexical naming performance,and the correlation between inhibitory interference ability and naming performance,in order to explore the possible mechanisms of naming problems.1.Characteristics of naming in children with SLI under different semantic interference conditionsThe naming accuracy and latency of 15 children with SLI,15 children with physiological agematched children(AM group),and 15 children with linguistic ability-matched children(LM group)were analyzed to examine their naming performance by providing different semantic interference conditions through a blocked cyclic naming task.The results showed that the average naming accuracy was lower(p<0.01)and the latency was longer(p<0.01)in the homogeneous blocks compared to naming the mixed blocks.Children with SLI had significantly longer naming latency than children in the AM group(p<0.008),which was not significantly different from children in the LM group(p= 0.838).This indicates that the naming accuracy and speed of children in all three groups were disturbed by the vocabulary in the same category,but children with SLI were slower in naming pictures than the typically developing children.2.Correlation study between the level of lexical semantics and naming performance in children with SLIIn this study,we used a word association task to examine children’s lexical semantic level,and three groups of children performed three rounds of association of 10 stimulus words,analyzed the number of responses made by children,the type of association responses,and the content of association responses,and conducted correlation tests with the lexical naming performance in Study 1.The results showed that(1)the number of responses gradually decreased from the first round of association to the third round,and from the second round onward,children in the SLI group made significantly fewer responses than the two control groups(p<0.01);(2)children in the three groups made more semantic associations than other types,and children with SLI made significantly fewer semantic associations than the two control groups(p<0.05),and phonological associations and no responses significantly more than the two control groups(p<0.05);children with SLI had more aggregated associations than combined associations(p<0.05),which were distributed differently from the two control groups;(3)the content of associative responses in all three groups focused on the description of stimulus word functions/actions,categories and features;(4)there was no significant correlation between the level of lexical semantics and lexical naming performance under semantic interference(p>0.05).This suggests that the structure of lexical-semantic knowledge storage is similar among the three groups of children,but that children with SLI store less information,have faster decay of lexical-semantic activation,have difficulties with semantic access,and may have unique developmental trajectories of semantic organization.No significant correlation between the lexical-semantic level of children with SLI and their lexical naming was observed in this study,suggesting that how lexical-semantic level plays a role in the lexical naming process and the extent of its involvement needs to be further explored.3.Study on the correlation between inhibitory interference ability and naming performance in children with SLIIn this study,the Flanker task was used to measure children’s nonverbal interference suppression,and three groups of children were asked to respond to the target stimulus orientation by pressing a key,and the key accuracy,reaction time,and Flanker effect were analyzed and tested for correlation with the performance on the lexical naming task in Study 1.The results showed that there was no significant difference in accuracy among the three groups(p>0.05),but the latency was significantly longer in the incongruent condition than in the congruent and neutral conditions(p<0.01).the reaction time was significantly longer in the SLI and LM children than in the AM children(p=0.021),the Flanker effect was significantly larger than in the AM children(p<0.05),and the Flanker effect was correlated with There was a correlation between vocabulary naming performance(r=0.329,p=0.036).This indicates that all three groups of children were disturbed by irrelevant information,but the SLI children lagged in the development of the ability to suppress interference compared to the average developing children of the same age,and there was a correlation between their lagging and slower naming speed,with the poorer the ability to suppress interference,the slower the naming speed.The present study revealed the lexical naming performance of children with SLI and typically developing children under different semantic interference conditions.In addition,the correlation between lexical semantic level and inhibition interference ability and lexical naming of children with SLI was explored based on the examination of the characteristics of lexical semantic level and inhibition interference ability of the three groups of children.The study deepens the understanding of the relationship between language and cognition in children with SLI,and the findings shed light on clinical language rehabilitation for children with SLI,suggesting the role of cognitive ability in children’s language development.