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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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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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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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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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An Application of Network Science to Phonological Sequence Learning in Children With Developmental Language Disorder
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The impact of brief restriction to articulation on children's subsequent speech production
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Semantic Richness and Word Learning in Children with Autism Spectrum Disorder
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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.
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Keyword:
Article
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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
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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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Perceptual statistical learning over one week in child speech production
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The influence of phonotactic probability and neighborhood density on children's production of newly learned words
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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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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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Orthography and Modality Influence Speech Production in Adults and Children
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Reading Skill and Exposure to Orthography Influence Speech Production
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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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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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The Influence of Prosodic Stress Patterns and Semantic Depth on Novel Word Learning in Typically Developing Children
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