Artificial Grammar Learning in Children With Developmental Language Disorder.
Purpose: The purpose of the study was to evaluate implicit learning in children with developmental language disorder (DLD) by employing a visual artificial grammar learning task. Method: Thirteen children with DLD and 24 children with typical language development between the ages of 8 and 12 years c...
| Publicado en: | Journal of Speech, Language & Hearing Research Vol. 65; no. 1; pp. 292 - 303 |
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| Autores principales: | , , , , |
| Formato: | Artículo |
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American Speech-Language-Hearing Association
Jan2022
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| Materias: | |
| 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=154696197&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 154696197 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: Jan2022 vid: 65 iid: 1 pid: 42 pub: American Speech-Language-Hearing Association artinfo: ui: 154696197 10.1044/2021_JSLHR-21-00050 ppf: 292 ppct: 11 formats: fmt: @attributes: type: P size: 684KB tig: atl: Artificial Grammar Learning in Children With Developmental Language Disorder. aug: au: Urquhart Gillis, Jasmine Gul, Asiya Fox, Annie Parikh, Aditi Arbel, Yael affil: Department of Communication Sciences and Disorders, MGH Institute of Health Professions, Boston, MA su: Comparative grammar Language acquisition Intelligence tests Study & teaching of artificial languages Language disorders in children Learning strategies Speech evaluation Research bias sug: subj: Comparative grammar Language acquisition Intelligence tests Study & teaching of artificial languages Language disorders in children Learning strategies Speech evaluation Research bias ab: Purpose: The purpose of the study was to evaluate implicit learning in children with developmental language disorder (DLD) by employing a visual artificial grammar learning task. Method: Thirteen children with DLD and 24 children with typical language development between the ages of 8 and 12 years completed a visual artificial grammar learning task. During the training phase of the task, participants were presented with strings of shapes that followed the underlying structure of a finite grammar. During the testing phase, participants were asked to judge whether new strings were grammatical or nongrammatical. Grammatical judgment of new strings served to measure generalization of the underlying grammatical structure. Endorsement based on chunk strength, or similarity to training exemplars, served to evaluate the extent to which children relied on surface features to guide their task performance. Results: As a group, children with typical development performed better on the artificial grammar learning task, compared with children with DLD, and accepted more grammatical strings regardless of their similarity to training exemplars. Task performance in both groups was not affected by surface features. Performance of children with DLD whose test accuracy exceeded the learning threshold of 0.5 was consistent with a generalization of the underlying grammatical structure that was unaffected by surface features. Conclusions: The study found group differences in learning outcomes between children with and without DLD. Consistent with previous reports, children with typical development correctly endorsed more grammatical strings than children with DLD, suggesting a better acquisition of the grammatical structure. However, there was no evidence to suggest that children in the DLD group (learners and nonlearners) relied on surface features (i.e., familiarity to training exemplars) in their grammatical judgment. These results refute our hypothesis that children in the DLD group would show judgment based on familiarity. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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