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Not All Procedural Learning Tasks Are Difficult for Adults With Developmental Language Disorder
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In: J Speech Lang Hear Res (2021)
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| 2 |
Lexical–Semantic Cues Induce Sound Pattern Stability in Children With Developmental Language Disorder
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In: J Speech Lang Hear Res (2020)
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| 3 |
Vowel Accuracy and Segmental Variability Differentiate Children With Developmental Language Disorder in Nonword Repetition
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In: J Speech Lang Hear Res (2020)
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| 4 |
Adults Fail to Learn a Type of Linguistic Pattern that is Readily Learned by Infants
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In: Speech and Hearing Sciences Faculty Publications and Presentations (2019)
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Abstract:
Beginning with the classic work of Shepard, Hovland, & Jenkins (1961), Type II visual patterns (e.g., exemplars are large white squares OR small black triangles) have held a special place in investigations of human learning. Recent research on Type II linguistic patterns has shown that they are relatively frequent across languages and more frequent than Type IV family resemblance patterns (e.g., exemplars have 2 out of 3 defining features). Research has also shown that human infants are adept at learning Type II patterns from very few exemplars, but adult learning appears to be more mixed. Because no study had directly compared adults and infants, Experiment 1 tested both groups on the same input and test stimuli. Adults at best showed weak learning of one of two Type II patterns, but infants showed robust learning of both patterns. Experiment 2 contrasted adults’ ability to learn a Type II pattern with a Type IV pattern. Adults only showed learning of the latter, replicating previous research with different stimuli and testing procedures. Thus, adults are unable to learn a frequent linguistic pattern, one readily learned by infants. Implications for possible language learning differences between infants and adults are discussed.
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Keyword:
Speech and Rhetorical Studies
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URL: https://pdxscholar.library.pdx.edu/sphr_fac/45
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| 5 |
An Application of Network Science to Phonological Sequence Learning in Children With Developmental Language Disorder
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| 6 |
The impact of brief restriction to articulation on children's subsequent speech production
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| 7 |
Semantic Richness and Word Learning in Children with Autism Spectrum Disorder
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| 8 |
Articulatory, Segmental, and Prosodic Characteristics in Children with Speech Sound Disorders
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In: Theses and Dissertations Available from ProQuest (2017)
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| 9 |
Perceptual statistical learning over one week in child speech production
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| 10 |
The influence of phonotactic probability and neighborhood density on children's production of newly learned words
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| 11 |
Deficits in sound pattern sequencing in children with specific language impairment: A networks approach
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In: Theses and Dissertations Available from ProQuest (2016)
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| 12 |
An Exploratory Study of the Influence of Load and Practice on Segmental and Articulatory Variability in Children with Speech Sound Disorders
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| 13 |
Orthography and Modality Influence Speech Production in Adults and Children
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| 14 |
Reading Skill and Exposure to Orthography Influence Speech Production
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| 15 |
The role of semantic richness in word learning in children with autism spectrum disorder, specific language impairment, and typical language development
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In: Theses and Dissertations Available from ProQuest (2014)
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| 16 |
Orthography and modality influence speech production in skilled and poor readers
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In: Theses and Dissertations Available from ProQuest (2014)
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| 19 |
The Influence of Prosodic Stress Patterns and Semantic Depth on Novel Word Learning in Typically Developing Children
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