Compares performance and verbal IQ scores of 38 normal and 34 specifically language-delayed children ages 5 to 8 1/2 years. Results do not support the hypothesis that language delay in children is related to a nonverbal cognitive deficit. (Author/RH)

Used nonverbal serial reaction time paradigm to evaluate 7- to 11-year-olds' motor sequence learning in relation to reading, cognitive ability level, and attention problems. Found that children demonstrated the response profile associated with motor sequence learning, but the profile component indicating implicit sequence learning was not reliably…

This study examined the co-occurrence of both verbal and nonverbal deficits in adults with developmental language disorder (DLD). Comparison with adults without DLD revealed replicable differences between groups on both verbal and nonverbal tasks. Also, an association was found between performance on tests sensitive to facial affect and spatial…

The relationship between children's language acquisition and their nonverbal intelligence has a long tradition of scientific inquiry. Current attention focuses on the use of nonverbal IQ level as an exclusionary criterion in the definition of specific language impairment (SLI). Grammatical tense deficits are known as a clinical marker of SLI, but…

The British picture vocabulary scales (BPVS-II) and the Leiter international performance scales (Leiter-R), both restandardised in 1997, are often used in experimental studies to match individuals with intellectual impairment. Both provide a brief measure of mental age, and cover a wide ability range using a simple format. The BPVS-II assesses…

Seven-and eight-year-old deaf children and hearing children of equivalent reading age were presented with a number of tasks designed to assess reading, spelling, productive vocabulary, speechreading, phonological awareness, short-term memory, and nonverbal intelligence. The two groups were compared for similarities and differences in the levels of…

Investigated was the problem-solving ability of secondary school students as it related to their verbalization. Experimental treatment followed the students' demonstration of awareness of some mathematical concept. The four experimental groups included students who: (1) did not verbalize, (2) verbalized correctly, (3) verbalized incorrectly and…

The Sequential Analysis of Verbal Interaction (SAVI) categorizes verbal behavior in terms of approach or avoidance of the problem of communication. It reflects both verbal and nonverbal interaction and treats all verbal behavior as problem-solving behavior. Chapter One describes the theoretical assumptions and framework of the system. Chapters Two…

This study indicates that in performing a task involving verbal control of nonverbal behavior, males and females aged 3-5 integrate functional systems differently in order to achieve the same adaptive effect. (GO)

Factors associated with arithmetic-and-reading disability and specific arithmetic disability were investigated in over 850 representative New Zealand children. Reverse patterns of strengths and weaknesses with regard to verbal and nonverbal skills for these two types of arithmetic disability were found for boys but not for girls. (Author/DB)

Reviews factors affecting nonverbal expectancies and the consequences of violating them, comparing those consequences to other models (discrepancy-arousal, arousal-labeling, arousal-valence, sequential functional) employing similar assumptions and mediating variables. Examines an extension of nonverbal expectancy violations theory to multiple…

Results of the Test of Nonverbal Intelligence (TONI), Wechsler Intelligence Scale for Children-Revised (WISC-R), and Wide Range Achievement Test were compared for 66 learning disabled children in grades one through six. The TONI mean score was found to be significantly different from the WISC-R Performance Intelligence Quotient (IQ). Implications…

Special issue on nonverbal communication combines opinions on theory, research and methodology. (DS)