1 |
Early Phonological Neural Specialization Predicts Later Growth in Word Reading Skills
|
|
|
|
In: Front Hum Neurosci (2021)
|
|
BASE
|
|
Show details
|
|
4 |
How We Fail Children With Developmental Language Disorder
|
|
|
|
In: Lang Speech Hear Serv Sch (2020)
|
|
BASE
|
|
Show details
|
|
5 |
Performance of Children With Hearing Loss on an Audiovisual Version of a Nonword Repetition Task
|
|
|
|
In: Lang Speech Hear Serv Sch (2020)
|
|
BASE
|
|
Show details
|
|
6 |
The Fast-Mapping Abilities of Adults With Developmental Language Disorder
|
|
|
|
In: J Speech Lang Hear Res (2020)
|
|
Abstract:
PURPOSE: The aim of the study was to determine the integrity of fast mapping among adults with developmental language disorder (DLD). METHOD: Forty-eight adults with DLD or typical language development (TD) were presented with 24 novel words and photos of their unfamiliar referents from the semantic categories of mammal, bird, fruit, or insect in two conditions. In the fast-mapping condition, 12 of the 24 unfamiliar referents were presented, one at a time alongside a familiar referent (e.g., a dog) and a question (e.g., Is the tail of the torato up?). In the explicit-encoding condition, the other 12 unfamiliar referents were presented alone, one at a time, with a label (e.g., This is a spimer). Immediately after exposure (T1) and again after a 1-day interval (T2), memory for the word-to-exemplar link was measured with a three-alternative forced-choice test, requiring the participant to match a spoken word to one of three pictured referents from the training set. At T2, memory for semantic category information was measured with a four-alternative forced-choice test, requiring the participant to match a spoken word to one of four prototypical silhouettes representing each of the semantic categories. RESULTS: Performance on word-to-exemplar link recognition was stronger for words learned in the explicit-encoding than the fast-mapping condition and stronger for the TD group than the DLD group. Time was not a significant factor as both groups maintained posttraining levels of performance after a 1-day retention interval. Performance on semantic category recognition was stronger for words learned in the explicit-encoding than the fast-mapping condition and stronger for the TD group than the DLD group. The lower category recognition performance of the DLD group was related to their lower nonverbal IQ scores. CONCLUSION: Contexts that allow for explicit encoding yield better learning of word-to-referent links than contexts that allow for fast mapping in both stronger and weaker learners. Adults with DLD have difficulty learning the link between words and referents, whether trained via fast mapping or explicit encoding and whether tested with exemplar or category referents. Retention is a relative strength for adults with DLD. SUPPLEMENTAL MATERIAL: https://doi.org/10.23641/asha.12765551
|
|
Keyword:
Language
|
|
URL: http://www.ncbi.nlm.nih.gov/pubmed/32787708 https://doi.org/10.1044/2020_JSLHR-19-00418 http://www.ncbi.nlm.nih.gov/pmc/articles/PMC7890218/
|
|
BASE
|
|
Hide details
|
|
7 |
Sustained Attention in Developmental Language Disorder and Its Relation to Working Memory and Language
|
|
|
|
In: J Speech Lang Hear Res (2020)
|
|
BASE
|
|
Show details
|
|
8 |
The word learning profile of adults with developmental language disorder
|
|
|
|
In: Autism Dev Lang Impair (2020)
|
|
BASE
|
|
Show details
|
|
9 |
Individual and Developmental Differences in Distributional Learning
|
|
|
|
BASE
|
|
Show details
|
|
10 |
Changes in semantic fluency across childhood : normative data from Australian-English speakers
|
|
|
|
BASE
|
|
Show details
|
|
12 |
Encoding deficits impede word learning and memory (McGregor et al., 2017) ...
|
|
|
|
BASE
|
|
Show details
|
|
13 |
Encoding deficits impede word learning and memory (McGregor et al., 2017) ...
|
|
|
|
BASE
|
|
Show details
|
|
14 |
Weaknesses in Lexical-Semantic Knowledge Among College Students With Specific Learning Disabilities: Evidence From a Semantic Fluency Task
|
|
|
|
BASE
|
|
Show details
|
|
15 |
Responses made by late talkers and typically developing toddlers during speech assessments
|
|
|
|
BASE
|
|
Show details
|
|
16 |
The monosyllable imitation test for toddlers : influence of stimulus characteristics on imitation, compliance and diagnostic accuracy
|
|
|
|
BASE
|
|
Show details
|
|
17 |
Responses made by late talkers and typically developing toddlers during speech assessments ...
|
|
|
|
BASE
|
|
Show details
|
|
18 |
Responses made by late talkers and typically developing toddlers during speech assessments ...
|
|
|
|
BASE
|
|
Show details
|
|
19 |
Preschool Children’s Memory for Word Forms Remains Stable Over Several Days, but Gradually Decreases after 6 Months
|
|
|
|
BASE
|
|
Show details
|
|
20 |
Preschool Children’s Memory for Word Forms Remains Stable Over Several Days, but Gradually Decreases after 6 Months
|
|
|
|
BASE
|
|
Show details
|
|
|
|