Distributional Learning in College Students With Developmental Language Disorder.
Purpose: This study examined whether college students with developmental language disorder (DLD) could use distributional information in an artificial language to learn about grammatical category membership in a way similar to their typically developing (TD) peers. Method: Seventeen college students...
| Publicado en: | Journal of Speech, Language & Hearing Research Vol. 60; no. 11; pp. 3270 - 3284 |
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| Autores principales: | , , , |
| Formato: | Artículo |
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American Speech-Language-Hearing Association
Nov2017
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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=ssf&AN=126194094&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 126194094 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 10924388 1SM jtl: Journal of Speech, Language & Hearing Research issn: 10924388 maglogo: N pubinfo: dt: Nov2017 vid: 60 iid: 11 pid: 42 pub: American Speech-Language-Hearing Association artinfo: ui: 126194094 10.1044/2017_JSLHR-L-17-0013 ppf: 3270 ppct: 14 formats: fmt: @attributes: type: P size: 839KB tig: atl: Distributional Learning in College Students With Developmental Language Disorder. aug: au: Hall, Jessica Van Horne, Amanda Owen McGregor, Karla K. Farmer, Thomas affil: The University of Iowa, Iowa City su: College students Comparative grammar Language disorders Learning Comparative studies Probability theory Research funding T-test (Statistics) Data analysis software Descriptive statistics sug: subj: College students Comparative grammar Language disorders Learning Comparative studies Probability theory Research funding T-test (Statistics) Data analysis software Descriptive statistics ab: Purpose: This study examined whether college students with developmental language disorder (DLD) could use distributional information in an artificial language to learn about grammatical category membership in a way similar to their typically developing (TD) peers. Method: Seventeen college students with DLD and 17 TD college students participated in this task. We used an artificial grammar in which certain combinations of words never occurred during training. At test, participants had to use knowledge of category membership to determine which combinations were allowable in the grammar, even though they had not been heard. Results: College students with DLD performed similarly to TD peers in distinguishing grammatical from ungrammatical combinations. Conclusion: Differences in ratings between grammatical and ungrammatical items in this task suggest that college students with DLD can form grammatical categories from novel input and more broadly use distributional information. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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