Word learning by preschoolers with specific language impairment: Effect of phonological or semantic cues
Word learning by preschoolers with specific language impairment: Effect of phonological or semantic cues
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DOI：
10.1044/1092-4388(2005/101
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发表时间：
2005-12-01
影响因子：
2.6
通讯作者：
Gray, S
中科院分区：
文献类型：
--
作者：
Gray, S
目的：本研究调查语音或语义编码线索是否能促进特定语言障碍 (SLI) 儿童更好的单词学习，以及这种治疗是否对 SLI 和正常语言 (NL) 儿童产生不同的影响。方法：24 名年龄在 4;0（岁；月）至 5;11 岁的 SLI 学龄前儿童和 24 名年龄和性别匹配的 NL 儿童参与。组间因素是语言组（NL、SLI），组内因素是语言模态（理解、识别、表达）和治疗条件（语音、语义）。在快速绘图、单词学习和后测试过程中评估了单词学习，并通过试验来计算所学单词数量的标准。绘图任务评估了单词语义表示的变化。结果：SLI 组在语义条件下理解了更多单词，并在语音条件下产生了更多单词，但 NL 组在这两个方面表现相似。 NL 组在语义和语音条件下理解单词以及在语义条件下生成单词所需的试验次数明显少于 SLI 组，但在语音条件下，组间生成单词的差异并不显着。 结论：结果表明，患有 SLI 的学龄前儿童可能会从强调单词语音或语义属性的线索中受益，但不同的线索可能有助于单词学习的不同方面。
Purpose: This study investigated whether phonological or semantic encoding cues promoted better word learning for children with specific language impairment (SLI) and whether this treatment differentially affected children with SLI and normal language (NL)Method: Twenty-four preschoolers ages 4;0 (years;months) to 5;11 with SLI and 24 age- and gender-matched children with NL participated. The between-group factor was language group (NL, SLI) and within-group factors were language modality (comprehension, recognition, production) and treatment condition (phonological, semantic). Word learning was assessed during fast mapping, word learning, and posttesting with trials to criterion calculated for the number of words learned. A drawing task assessed the change in semantic representation of words.Results: The SLI group comprehended more words in the semantic condition and produced more words in the phonological condition, but the NL group performed similarly in both. The NL group required significantly fewer trials than the SLI group to comprehend words in the semantic and phonological conditions and to produce words in the semantic condition, but between-group differences for production were not significant for the phonological condition.Conclusions: The results suggest that preschoolers with SLI may benefit from cues that highlight the phonological or semantic properties of words but that different cues may aid different aspects of word learning.