Word learning by preschoolers with specific language impairment: Predictors and poor learners
Word learning by preschoolers with specific language impairment: Predictors and poor learners
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DOI：
10.1044/1092-4388(2004/083
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发表时间：
2004-10-01
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
20 名患有特定语言障碍 (SLI) 的学龄前儿童和 20 名年龄与正常语言 (NL) 相匹配的学龄前儿童参与了一项研究，以确定语音记忆或语义知识能否预测单词学习的成功。对较差学习者的表现进行了分析，以调查音韵学或语义学是否对单词学习困难造成更大影响。结果表明，通过皮博迪图片词汇测试 (PPVT-III) 测量的现有词汇知识和快速映射能力有望识别较差的单词学习者，但个人 PPVT-III 分数必须与 SLI 小组分数进行比较。单词学习能力差的人能够理解大多数新单词，并且对所指对象表现出足够的语义知识来绘制它们，但很难说出单词。研究结果表明，语义和音韵都会导致单词学习困难，而单词产生是成功的最大障碍。
Twenty preschoolers, with specific language impairment (SLI) and 20 age matches with normal language (NL) participated in a study to determine whether phonological memory or semantic knowledge predicted word-learning success. Poor learners' performance was analyzed to investigate whether phonology or semantics contributed more to word-learning difficulty. Results suggest that existing lexical knowledge, as measured by the Peabody Picture Vocabulary Test (PPVT-III), and fast-mapping ability hold promise for identifying poor word learners, but individual PPVT-III scores must be compared with SLI group scores. Poor word learners comprehended most new words and showed sufficient semantic knowledge of their referents to draw them but had difficulty producing the words. Findings indicated that both semantics and phonology contribute to word-learning difficulty with word production presenting the biggest hindrance to success.