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Unformatted text preview: April 28, 2008 ~Language and intelligence-If language learning is separate from general cognitive learning, should find double dissociation between the two. (dble dissociation~no corr. Btwn two) *Good language, poor intelligence *good intelligence, poor language ~Good language, poor intelligence-Christopher, autistic savant *severe mental disability *can read, write, speak 15-20 languages ~Good language, poor intelligence (cont’d)-Williams syndrome *Significant mental disability, IQ ~50 *Normal to excellent, almost overdeveloped language skills; unique vocabulary ~Good intelligence, poor language-Specific Language Impairment (SLI) *Language disorder in absence of other developmental deficits (normal IQ) *SLI children go through stages of acquisition, but slowly, w/ persisting problems *Problems with inflections ‘Yesterday she walk 8 mile.’ ‘The boy eat three cookie’ *No Obvious cause, yet tends to run in families ~‘KE’ Family *Average IQ *Poor articulation, pronunciation, slow speech...
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This note was uploaded on 06/28/2008 for the course COM 374 taught by Professor Mcgarrity during the Spring '08 term at University of Washington.
- Spring '08