First Advisor

Rhea Paul

Date of Publication


Document Type


Degree Name

Master of Science (M.S.) in Speech Communication


Speech Communication


Cognition in children, Language acquisition, Slow learning children



Physical Description

1 online resource (2, iv, 80 p.)


The purpose of this study was to examine the relationship between cognitive skills as measured by Piagetian tasks at approximately 2 years of age and expressive and receptive language scores from tests administered to the same children 2 years later. The questions this study sought to answer were: 1. Is there a significant difference in the performance of normal children and late-talking children on Piagetian cognitive assessment at age 2? 2. Is there a significant relationship between the cognitive scores at age 2 and language scores at age 4 in each of the two diagnostic groups? Sixty-four subjects participated in this study, 27 children with normal language and 37 children considered to be late talkers. These children are part of the Portland Language Development Project, a longitudinal study being conducted at Portland State University, Portland, Oregon. The instruments used to gather data for this study were the Uzgiris-Hunt Scales of Infant Psychological Development, the Test of Language Development (TOLD), and the Developmental Sentence Score (DSS). No significant difference was found between normal children and late-talking children on Piagetian tasks. No significant correlation was found between cognitive scores at age 2 and language scores at age 4. The only significant difference found between the groups was in relation to expressive language. The DSS and the expressive language score on the TOLD were significantly different between the normal and late talkers.


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