TY - JOUR
T1 - Effect of phonotactic probability and neighborhood density on word-learning configuration by preschoolers with typical development and specific language impairment
AU - Gray, Shelley
AU - Pittman, Andrea
AU - Weinhold, Juliet
PY - 2014
Y1 - 2014
N2 - Purpose: In this study, the authors assessed the effects of phonotactic probability and neighborhood density on word-learning configuration by preschoolers with specific language impairment (SLI) and typical language development (TD). Method: One hundred thirty-one children participated: 48 with SLI, 44 with TD matched on age and gender, and 39 with TD matched on vocabulary and gender. Referent identification and naming were assessed in a computer-based learning context. Results: For referent identification, preschoolers with TD benefited from high phonotactic probability, and the younger group also benefited from low neighborhood density. In contrast, the SLI group benefited only from high neighborhood density. For naming, older preschoolers with TD benefited most from low-density words, younger preschoolers with TD benefited most from words with high phonotactic probability, and the SLI group showed no advantage. Conclusion: Phonotactic probability and neighborhood density had different effects on each group that may be related to children's ability to store well-specified word forms and to the size of their extant lexicon. The authors argue that cross-study comparisons of word learning are needed; therefore, researchers should describe word, referent, and learner characteristics and the learning context and should situate their studies in a triggering → configuration + engagement model of word learning.
AB - Purpose: In this study, the authors assessed the effects of phonotactic probability and neighborhood density on word-learning configuration by preschoolers with specific language impairment (SLI) and typical language development (TD). Method: One hundred thirty-one children participated: 48 with SLI, 44 with TD matched on age and gender, and 39 with TD matched on vocabulary and gender. Referent identification and naming were assessed in a computer-based learning context. Results: For referent identification, preschoolers with TD benefited from high phonotactic probability, and the younger group also benefited from low neighborhood density. In contrast, the SLI group benefited only from high neighborhood density. For naming, older preschoolers with TD benefited most from low-density words, younger preschoolers with TD benefited most from words with high phonotactic probability, and the SLI group showed no advantage. Conclusion: Phonotactic probability and neighborhood density had different effects on each group that may be related to children's ability to store well-specified word forms and to the size of their extant lexicon. The authors argue that cross-study comparisons of word learning are needed; therefore, researchers should describe word, referent, and learner characteristics and the learning context and should situate their studies in a triggering → configuration + engagement model of word learning.
KW - Children
KW - Development
KW - Language
KW - Language disorders
KW - Specific language impairment
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U2 - 10.1044/2014_JSLHR-L-12-0282
DO - 10.1044/2014_JSLHR-L-12-0282
M3 - Article
C2 - 24686926
AN - SCOPUS:84902845518
SN - 1092-4388
VL - 57
SP - 1011
EP - 1025
JO - Journal of Speech, Language, and Hearing Research
JF - Journal of Speech, Language, and Hearing Research
IS - 3
ER -