Learning novel words: Detail and vulnerability of initial representations for children with specific language impairment and typically developing peers
Learning novel words: Detail and vulnerability of initial representations for children with specific language impairment and typically developing peers
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DOI：
10.1016/j.jcomdis.2011.12.003
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发表时间：
2012-03-01
影响因子：
1.7
通讯作者：
Suddarth, Rachael
中科院分区：
文献类型：
--
作者：
Alt, Mary;Suddarth, Rachael
本研究考察了特殊语言障碍儿童（SLI）和典型发展中同龄人（TD）在词汇学习的初始过程中的语音表征。本研究的目的是确定SLI儿童是否比同龄人注意到不同的单词成分，以及他们是否比同龄人更容易受到干扰。40名7岁和8岁的儿童，其中一半患有SLI，参加了一项快速映射，单词学习任务。除了产生单词外，还有一个错误发音检测任务，包括目标单词在初始位置、最终位置或修改单词音节结构的错误发音。与同龄人相比，SLI儿童表现出不同的学习特征，表现出更强的词首音素表征，但较少的信息字末音素。总体而言，他们更容易受到干扰，尤其是来自单词结尾的干扰。SLI儿童没有表现出定义较少的语音表征，但参加了不同的功能比TD儿童，也许是为了弥补学习较长的单词的问题。SLI儿童最大的弱点似乎是他们对干扰的敏感性，特别是对词尾信息的敏感性。学习结果：读者将能够：（1）解释儿童在学习新单词时注意什么;（2）陈述SLI儿童和他们典型的语言同龄人的识别模式和产出表现;以及（3）识别新词语中最容易受到SLI儿童干扰的特定部分。(C)2011 Elsevier Inc. All rights reserved.
This study examines the phonological representations that children with specific language impairment (SLI) and typically developing peers (TD) have during the initial process of word learning. The goals of this study were to determine if children with SLI attended to different components of words than peers, and whether they were more vulnerable to interference than peers. Forty 7- and 8-year-old children, half with SLI, took part in a fast mapping, word learning task. In addition to producing the word, there was a mispronunciation detection task that included mispronunciations of the target word in the initial position, final position or that modified the word's syllable structure. Children with SLI showed a different learning profile than peers, demonstrating stronger representations of the word-initial phonemes, but less information about word-final phonemes. They were more prone to interference overall, but especially from word-final foils. Children with SLI did not demonstrate less-defined phonological representations, but did attend to different features than TD children, perhaps in an attempt to compensate for problems learning longer words. The greatest weakness of children with SLI appears to be their susceptibility to interference, particularly for word-final information.Learning outcomes: Readers will be able to: (1) explain what children attend to when learning new words; (2) state the pattern of recognition and production performance for both children with SLI and their typical language peers; and (3) identify specific parts of novel words that are most susceptible to interference in children with SLI. (C) 2011 Elsevier Inc. All rights reserved.