The encoding of word forms into memory may be challenging for college students with developmental language impairment.
Purpose: To describe the word-learning problems characteristic of developmental language impairment (LI). Method: College students with LI (n = 39) or normal language development (ND, n = 40) attempted to learn novel word forms. Training for half of the words was meaning-focused; training for the ot...
| Publicado en: | International Journal of Speech-Language Pathology Vol. 19; no. 1; pp. 43 - 58 |
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| Autores principales: | , , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Taylor & Francis Ltd
Feb2017
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=121611994&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 121611994 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 17549507 8NBH jtl: International Journal of Speech-Language Pathology issn: 17549507 maglogo: Y pubinfo: dt: Feb2017 vid: 19 iid: 1 pid: 377 pub: Taylor & Francis Ltd place: Philadelphia, Pennsylvania artinfo: ui: 121611994 121611994 121611994 10.3109/17549507.2016.1159337 121611994 ppf: 43 ppct: 15 formats: fmt: – @attributes: type: T – @attributes: type: P tig: atl: The encoding of word forms into memory may be challenging for college students with developmental language impairment. aug: au: McGregor, Karla Arbisi-Kelm, Tim Eden, Nichole affil: University of Iowa, Iowa City, USA sug: subj: Language Processing Evaluation Coding Memory Students, College Psychosocial Factors Language Disorders Human Young Adult Female Male United States Language Tests Descriptive Statistics Funding Source Female Male ab: Purpose: To describe the word-learning problems characteristic of developmental language impairment (LI). Method: College students with LI (n = 39) or normal language development (ND, n = 40) attempted to learn novel word forms. Training for half of the words was meaning-focused; training for the other half was form-focused. Form recognition and stem completion tasks administered immediately after training tapped encoding of the lexical configuration and a repetition of the stem completion task one week later tapped consolidation. A visual world paradigm tapped lexical engagement. Result: At the immediate post-test, the LI group was poorer at recognition and completion of word forms than their ND peers, suggesting a deficit in encoding the lexical configuration. However, the gap between the LI and ND groups in stem completion did not grow over the week, suggesting intact consolidation. Form-focused training yielded better performance than meaning-focused training at immediate- and one week tests. For both groups, newly trained words slowed the recognition of familiar English words, revealing lexical engagement. Conclusion: The encoding of word-form configurations is challenging for some, but not all, college students with LI. Training that encourages a focus on the form may be a useful part of vocabulary intervention for those affected. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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