T-pattern analysis reveals qualitative differences in six-year-olds' self-directed speech between typically developing children and peers with SLI that lag sequential and other methods do not detect¶

Claim · All claims
Evidence · 1 study · theoretical r2 · q2
Currency · newest study 2014 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? In a study of 24 six-year-olds, t-pattern analysis detected qualitative differences in self-directed speech use during a planning task between typically developing children and matched peers with specific language impairment that the other two methods did not detect. → Azevedo 2014

Evidence¶

Azevedo 2014¶

Azevedo, R. (2014). Issues in dealing with sequential and temporal characteristics of self- and socially-regulated learning. Metacognition and Learning, 9, 217–228. https://doi.org/10.1007/s11409-014-9123-1

q2 · i? · theoretical · r2

The commentary reports, citing Kuvalja et al., an illustrative analysis comparing patterns of self-directed speech in 24 six-year-olds during a planning task, where "t-pattern analysis reveal qualitative differences" between typically developing children and matched peers with SLI.

"the results obtained from t-pattern analysis reveal qualitative differences between these two groups of children in their use of self-directed speech that were not detected by the other two methods"

Discussion¶

Related Claims¶

• T-pattern analysis detected temporal-structure differences between children with specific language disorder and typically developing children that frequency and sequential lag analyses did not — possibly the same claim (merge candidate)
• Lag-sequential Analysis reveals temporal ordering patterns in CSCL interaction that traditional coding-and-counting approaches hide — related
• Temporal process analysis reveals group- and task-related differences that the frequency accounts did not show, in the interchange of CPS elements over time — a narrower finding that bears on this claim