What Children with Developmental Language Disorder Teach Us About Cross-Situational Word Learning.
What Children with Developmental Language Disorder Teach Us About Cross-Situational Word Learning.
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DOI：
10.1111/cogs.13094
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发表时间：
2022-03
影响因子：
2.5
通讯作者：
Pomper, Ronald
中科院分区：
文献类型：
--
作者：
McGregor, Karla K.;Smolak, Erin;Jones, Michelle;Oleson, Jacob;Eden, Nichole;Arbisi-Kelm, Timothy;Pomper, Ronald
以发展性语言障碍儿童为研究对象，考察了现有词汇知识、内源性注意和语音工作记忆能力在跨情境词汇学习中的作用。一年级学生(男性=7岁3个月)，44名典型发展(TD)儿童和28名DLD儿童，完成了一项包括六个循环的跨情景单词学习任务，然后是保持测试和对注意力、记忆力和词汇的独立评估。DLD儿童在所有学习和保持指标上的得分都低于TD儿童，这一成绩差距是在跨情景方案的第一个周期中出现的，我们将其归因于初始编码的弱点。在整个学习周期中，患有DLD的儿童学习单词的速度与TD同龄人相似，但他们在策略使用上缺乏灵活性，表现出一种提出但验证的方法，但从来没有统计汇总的方法。此外，他们还利用不同的机制来支持他们的学习。注意力对DLD儿童的影响更大，而现有词汇量对TD儿童的影响更大。儿童通过不同的路径在跨情境学习的问题空间中穿梭。这一结论是为了激励理论家抓住所有的学习者，而不仅仅是最典型的学习者。
Children with developmental language disorder (DLD) served as a test case for determining the role of extant vocabulary knowledge, endogenous attention, and phonological working memory abilities in cross‐situational word learning. First‐graders (M age = 7 years; 3 months), 44 with typical development (TD) and 28 with DLD, completed a cross‐situational word‐learning task comprised six cycles, followed by retention tests and independent assessments of attention, memory, and vocabulary. Children with DLD scored lower than those with TD on all measures of learning and retention, a performance gap that emerged in the first cycle of the cross‐situational protocol and that we attribute to weaknesses in initial encoding. Over cycles, children with DLD learned words at a similar rate as their TD peers but they were less flexible in their strategy use, demonstrating a propose‐but‐verify approach but never a statistical aggregation approach. Also, they drew upon different mechanisms to support their learning. Attention played a greater role for the children with DLD, whereas extant vocabulary size played a greater role for the children with TD. Children navigate the problem space of cross‐situational learning via varied routes. This conclusion is offered as motivation for theorists to capture all learners, not just the most typical ones.
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影响因子：
5.4
作者：
Bhat AA;Spencer JP;Samuelson LK
通讯作者：
Samuelson LK
影响因子：
2.5
作者：
Escudero, Paola;Mulak, Karen E.;Vlach, Haley A.
通讯作者：
Vlach, Haley A.
DOI：
10.1016/s0002-7138(10)60013-1
发表时间：
1986-07-01
影响因子：
13.3
作者：
BEITCHMAN, JH;NAIR, R;PATEL, PG
通讯作者：
PATEL, PG
影响因子：
3.8
作者：
Escudero P;Mulak KE;Fu CS;Singh L
通讯作者：
Singh L
DOI：
10.1080/15475441.2021.1906680
发表时间：
2021
期刊：
Language learning and development : the official journal of the Society for Language Development
影响因子：
--
作者：
Crespo K;Kaushanskaya M
通讯作者：
Kaushanskaya M