Do statistical segmentation abilities predict lexical-phonological and lexical-semantic abilities in children with and without SLI?
Do statistical segmentation abilities predict lexical-phonological and lexical-semantic abilities in children with and without SLI?
复制标题
DOI：
10.1017/s0305000912000736
复制
发表时间：
2014-03
影响因子：
2.2
通讯作者：
Evans, Julia L.
中科院分区：
文献类型：
--
作者：
Mainela-Arnold, Elina;Evans, Julia L.
This study tested the predictions of the procedural deficit hypothesis by investigating the relationship between sequential statistical learning and two aspects of lexical ability, lexical-phonological and lexical-semantic, in children with and without specific language impairment (SLI). Participants included 40 children (ages 8;5–12;3), 20 children with SLI and 20 with typical development. Children completed Saffran’s statistical word segmentation task, a lexical-phonological access task (gating task), and a word definition task. Poor statistical learners were also poor at managing lexical-phonological competition during the gating task. However, statistical learning was not a significant predictor of semantic richness in word definitions. The ability to track statistical sequential regularities may be important for learning the inherently sequential structure of lexical-phonology, but not as important for learning lexical-semantic knowledge. Consistent with the procedural/declarative memory distinction, the brain networks associated with the two types of lexical learning are likely to have different learning properties.
