The Role of Processing Limitations in Early Identification of Specific Language Impairment

By S. Ellis Weismer, J. Evans. 2002

182 citations recorded by the source corpus.

Subfields: Cognitive Neuroscience, Developmental and Educational Psychology

View Paper: https://www.semanticscholar.org/paper/de1740524a821cd22937042dc6d5e70f13a2ab1e

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Cognitive Neuroscience

1. Elizabeth Peña
2. Kathy Hirsh-Pasek
3. Lisa Bedore
4. Roberta Michnick Golinkoff 

In Developmental and Educational Psychology

1. Roberta Michnick Golinkoff 
2. Kathy Hirsh-Pasek
3. Rufan Luo
4. Elizabeth Peña
5. Lisa Bedore
6. Amy E. Pace
7. E. Usher
8. Robert M. Klassen

Citations in the corpus

• Identifying Pathways Between Socioeconomic Status and Language Development (2017, background): “However, the child’s capacity to learn the word dog may not be affected by his or her linguistic environment (Dollaghan & Campbell 1998, Weismer & Evans 2002).”
• Assessment of Bilingual Children for Identification of Language Impairment: Current Findings and Implications for Practice (2008, background): “Processing-based accounts (e.g. Botting & Conti-Ramsden, 2001; Ellis Weismer & Evans, 2002; Gillam et al., 1998; Montgomery, 2000, 2002; Weckerly et al., 2001) suggest that children have language learning difficulties because they process linguistic information (e.g. auditory and perhaps visual info”