QUICK INCIDENTAL-LEARNING (QUIL) OF WORDS BY SCHOOL-AGE-CHILDREN WITH AND WITHOUT SLI
QUICK INCIDENTAL-LEARNING (QUIL) OF WORDS BY SCHOOL-AGE-CHILDREN WITH AND WITHOUT SLI
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DOI：
10.1044/jshr.3802.434
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发表时间：
1995-04-01
期刊：
影响因子：
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通讯作者：
SWANK, LK
中科院分区：
文献类型：
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作者：
OETTING, JB;RICE, ML;SWANK, LK
这项研究检查了两组学龄儿童（语言发展正常的儿童和表现出特定语言障碍（SLI）的儿童）对新词汇的快速附带学习（QUIL）。 实验项目由 20 个单词组成，涉及四个语义类别之一：对象、属性、动作和情感状态。 使用录像故事来介绍新单词，并通过看图任务来衡量单词学习情况。 对于正常发育的孩子来说，结果证明了他们在学早期学习单词的能力很强。 所有四种单词类型的理解能力都得到了提升，其中对象标签的理解能力提升最大。 患有 SLI 的孩子也表现出了一定的单词学习能力，但他们的进步明显低于正常发育的同龄人。 尽管两组的单词效果的总体模式相似，但患有 SLI 的孩子在动作课中表现出的单词增益特别低。
This study examined Quick Incidental Learning (QUIL) of novel vocabulary by two groups of school-age children, those who were developing language normally and those who demonstrated a specific language impairment (SLI). The experimental items consisted of 20 words that referred to one of four semantic classes: object, attribute, action, and affective state. Videotaped stories were used to introduce the novel words, and word learning was measured by a picture-pointing task. For the normally developing children, the results documented a robust ability to learn words in the early school years. Comprehension gains were observed for all four word types, with the greatest gain made on the object labels. The children with SLI also demonstrated some word-learning ability, but their gain was significantly less than that of their normally developing peers. Although the general pattern of word effects was similar across the two groups, the children with SLI demonstrated a particularly low gain on words from the action class.