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A Proof of Concept Study of Function-based Statistical Analysis of fNIRS Data: Syntax Comprehension in Children with Specific Language Impairment Compared To Typically-Developing Controls
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In: Mathematics and Statistics Faculty Publications (2016)
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“Whatdunit?” Developmental Changes in Children’s Syntactically-Based Sentence Interpretation Abilities and Sensitivity to Word Order
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In: Special Education and Rehabilitation Counseling Faculty Publications (2016)
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Lexical leverage: Category knowledge boosts real-time novel word recognition in two-year- olds
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“Whatdunit?” Developmental changes in children's syntactically based sentence interpretation abilities and sensitivity to word order
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In: Communicative Disorders and Deaf Education Faculty Publications (2015)
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Atypical right hemisphere specialization for object representations in an adolescent with specific language impairment.
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In: Frontiers in human neuroscience, vol 8, iss 1 FEB (2014)
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Atypical Right Hemisphere Specialization for Object Representations in an Adolescent with Specific Language Impairment
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Phonological and Lexical Effects in Verbal Recall by Children with Specific Language Impairments
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Do statistical segmentation abilities predict lexical-phonological and lexical-semantic abilities in children with and without SLI?
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Abstract:
This study tested the predictions of the procedural deficit hypothesis by investigating the relationship between sequential statistical learning and two aspects of lexical ability, lexical-phonological and lexical-semantic, in children with and without specific language impairment (SLI). Participants included 40 children (ages 8;5–12;3), 20 children with SLI and 20 with typical development. Children completed Saffran’s statistical word segmentation task, a lexical-phonological access task (gating task), and a word definition task. Poor statistical learners were also poor at managing lexical-phonological competition during the gating task. However, statistical learning was not a significant predictor of semantic richness in word definitions. The ability to track statistical sequential regularities may be important for learning the inherently sequential structure of lexical-phonology, but not as important for learning lexical-semantic knowledge. Consistent with the procedural/declarative memory distinction, the brain networks associated with the two types of lexical learning are likely to have different learning properties.
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URL: http://www.ncbi.nlm.nih.gov/pmc/articles/PMC4083839 http://www.ncbi.nlm.nih.gov/pubmed/23425593 https://doi.org/10.1017/S0305000912000736
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Lexical Activation during Sentence Comprehension in Adolescents with History of Specific Language Impairment
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Beyond capacity limitations II: Effects of lexical processes on word recall in verbal working memory tasks in children with and without specific language impairment
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Explaining Lexical Semantic Deficits in Specific Language Impairment: The Role of Phonological Similarity, Phonological Working Memory, and Lexical Competition
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