Comparison of Inference Comprehension and Error Types in Preschool Children with and without Specific Language Impairment through Eye-Tracking

Objectives: The purpose of the study is to examine inference comprehension and the types of inference errors in preschool children with specific language impairment (SLI) and typically developing (TD) children using eye-tracking technology. Methods: A total of 22 children (12 TD, 10 SLI), aged 4 to 6 years, participated. Eye-tracking data were collected while they viewed a story, followed by completion of an inferential comprehension task. One-way ANOVA compared task performance and fixation variables, with correlation analysis examining the relationships between them. Inference error responses were categorized into 5 types, and the frequency of errors for each type was compared between groups. Results: Between groups, significant differences were found in performance on inferential comprehension tasks and the frequency of comprehension failures in inference error types. Average fixation time during storytelling situations, fixation count during inference situations, and fixation time also showed significant differences. A negative correlation was observed between inferential comprehension ability and fixation count, as well as between inferential comprehension ability and fixation time. Conclusion: The process of inference involves complex cognitive processing, requiring examination of error responses for successful inference and a step-by-step approach. Higher attention levels are necessary for information processing, and depending on the situation, visual or auditory cues can aid in information integration.