, Langage L'évolution des capacités verbales est retardée et plus lente dès l'enfance
, , 1998.
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, , 1989.
, Des différences développementales ont été observées en fonction des domaines du langage
Le développement de la compréhension et de la production du langage se produit à des rythmes différentiels avec des capacités de compréhension qui continuent de se développer avec l'âge et la production du langage qui ne suit pas ce développement, 2001. ,
, , 1995.
, , 1999.
Même si la compréhension continue de se développer avec l'âge, la compréhension auditive, 1995. ,
, Les capacités lexicales et syntaxiques se développent également de manière différentielle, avec des capacités syntaxiques plus faibles que les capacités lexicales, 1995.
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, Rondal, 1994.
Chez les personnes présentant une trisomie 21, une dissociation est observée entre les MCT verbale et visuo-sapatiale. De nombreuses études ont montré que la MCT visuo-spatiale est mieux préservée que la MCT verbale, 2007. ,
, , 1999.
, , 1992.
, , 2000.
, Ahonen et Ruoppila, 1988.
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, , 1993.
des personnes présentant une trisomie 21 est inférieure à celle des enfants appariés pour l'âge mental, le vocabulaire réceptif ou encore celle de personnes présentant une DI d'étiologies diverses, telle que le syndrome de Williams, 1994. ,
, , 2001.
, , 1992.
, Les déficits en MCT verbale ne sont pas réduits lorsque les chiffres ou les mots sont présentés visuellement, 1988.
2013) et permettent de diminuer le temps investit par les aidants, d'adaptation aux besoins et aux capacités de chaque individu, 2001. ,
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, , 1999.
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