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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Page: 1 2 3 4 Hits 1 – 20 of 66 1 Not All Procedural Learning Tasks Are Difficult for Adults With Developmental Language Disorder Gerken, LouAnn; Plante, Elena; Goffman, Lisa In: J Speech Lang Hear Res (2021) BASE Show details 2 Lexical–Semantic Cues Induce Sound Pattern Stability in Children With Developmental Language Disorder Benham, Sara; Goffman, Lisa In: J Speech Lang Hear Res (2020) BASE Show details 3 Vowel Accuracy and Segmental Variability Differentiate Children With Developmental Language Disorder in Nonword Repetition Vuolo, Janet; Goffman, Lisa In: J Speech Lang Hear Res (2020) BASE Show details 4 Adults Fail to Learn a Type of Linguistic Pattern that is Readily Learned by Infants Gerken, LouAnn; Quam, Carolyn; Goffman, Lisa In: Speech and Hearing Sciences Faculty Publications and Presentations (2019) BASE Show details 5 An Application of Network Science to Phonological Sequence Learning in Children With Developmental Language Disorder Benham, Sara; Goffman, Lisa; Schweickert, Richard. - : American Speech-Language-Hearing Association, 2018 BASE Show details 6 The impact of brief restriction to articulation on children's subsequent speech production Seidl, Amanda; Brosseau-Lapré, Françoise; Goffman, Lisa. - : Acoustical Society of America, 2018 BASE Show details 7 Semantic Richness and Word Learning in Children with Autism Spectrum Disorder Gladfelter, Allison; Goffman, Lisa. - 2017 Abstract: Semantically rich learning contexts facilitate semantic, phonological, and articulatory aspects of word learning in children with typical development (TD). However, because children with autism spectrum disorder (ASD) show differences at each of these processing levels, it is unclear whether they will benefit from semantic cues in the same manner as their typical peers. The goal of this study was to track how the inclusion of rich, sparse, or no semantic cues influence semantic, phonological, and articulatory aspects of word learning in children with ASD and TD over time. Twenty-four school-aged children (12 in each group), matched on expressive vocabulary, participated in an extended word learning paradigm. Performance on five measures of learning (referent identification, confrontation naming, defining, phonetic accuracy, and speech motor stability) were tracked across three sessions approximately one week apart to assess the influence of semantic richness on extended learning. Results indicate that children with ASD benefit from semantically rich learning contexts similarly to their peers with TD; however, one key difference between the two groups emerged—the children with ASD showed heightened shifts in speech motor stability. These findings offer insights into common learning mechanisms in children with ASD and TD, as well as point to a potentially distinct speech motor learning trajectory in children with ASD, providing a window into the emergence of stereotypic vocalizations in these children. Keyword: Article URL: https://doi.org/10.1111/desc.12543 http://www.ncbi.nlm.nih.gov/pmc/articles/PMC5671375/ http://www.ncbi.nlm.nih.gov/pubmed/28470820 BASE Hide details 8 Articulatory, Segmental, and Prosodic Characteristics in Children with Speech Sound Disorders Vuolo, Janet In: Theses and Dissertations Available from ProQuest (2017) BASE Show details 9 Perceptual statistical learning over one week in child speech production Richtsmeier, Peter T.; Goffman, Lisa. - 2017 BASE Show details 10 The influence of phonotactic probability and neighborhood density on children's production of newly learned words Heisler, Lori; Goffman, Lisa. - 2016 BASE Show details 11 Deficits in sound pattern sequencing in children with specific language impairment: A networks approach Benham, Sara J In: Theses and Dissertations Available from ProQuest (2016) BASE Show details 12 An Exploratory Study of the Influence of Load and Practice on Segmental and Articulatory Variability in Children with Speech Sound Disorders Vuolo, Janet; Goffman, Lisa. - 2016 BASE Show details 13 Orthography and Modality Influence Speech Production in Adults and Children Saletta, Meredith; Goffman, Lisa; Hogan, Tiffany P.. - : American Speech-Language-Hearing Association, 2016 BASE Show details 14 Reading Skill and Exposure to Orthography Influence Speech Production Saletta, Meredith; Goffman, Lisa; Brentari, Diane. - 2015 BASE Show details 15 The role of semantic richness in word learning in children with autism spectrum disorder, specific language impairment, and typical language development Gladfelter, Allison In: Theses and Dissertations Available from ProQuest (2014) BASE Show details 16 Orthography and modality influence speech production in skilled and poor readers Saletta, Meredith Sue In: Theses and Dissertations Available from ProQuest (2014) BASE Show details 17 Interactivity in prosodic representations in children* GOFFMAN, LISA; WESTOVER, STEFANIE In: Journal of child language. - Cambridge [u.a.] : Cambridge Univ. Press 40 (2013) 5, 1032-1056 OLC Linguistik Show details 18 The Influence of Prosodic Stress Patterns and Semantic Depth on Novel Word Learning in Typically Developing Children Gladfelter, Allison; Goffman, Lisa In: Language learning and development. - Philadelphia, Pa. : Taylor & Francis 9 (2013) 2, 151-174 OLC Linguistik Show details 19 The Influence of Prosodic Stress Patterns and Semantic Depth on Novel Word Learning in Typically Developing Children Gladfelter, Allison; Goffman, Lisa. - 2013 BASE Show details 20 Language and motor abilities of preschool children who stutter: Evidence from behavioral and kinematic indices of nonword repetition performance Smith, Anne; Goffman, Lisa; Sasisekaran, Jayanthi... In: Journal of fluency disorders. - New York, NY : Elsevier 37 (2012) 4, 344-358 OLC Linguistik Show details Page: 1 2 3 4

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