Semantic Features in Fast-Mapping: Performance of Preschoolers With Specific Language Impairment Versus Preschoolers With Normal Language.
This study examined the receptive language skills of young children (46 years old) with specific language impairment (SLI). Specifically, the authors looked at their ability to fast-map semantic features of objects and actions and compared it to the performance of age-matched peers with normally dev...
| Publicado en: | Journal of Speech, Language & Hearing Research Vol. 47; no. 2; pp. 407 - 421 |
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| Autores principales: | , , |
| Formato: | Artículo |
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American Speech-Language-Hearing Association
Apr2004
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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=507899813&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 507899813 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: Apr2004 vid: 47 iid: 2 pid: 42 pub: American Speech-Language-Hearing Association artinfo: ui: 507899813 10.1044/1092-4388(2004/033) ppf: 407 ppct: 14 formats: fmt: – @attributes: type: T – @attributes: type: P size: 5.3MB tig: atl: Semantic Features in Fast-Mapping: Performance of Preschoolers With Specific Language Impairment Versus Preschoolers With Normal Language. aug: au: Alt, Mary Plante, Elena Creusere, Marlena su: Semantics in the English language Children's language Verbal learning Children with learning disabilities Psychology sug: subj: Semantics in the English language Children's language Verbal learning Children with learning disabilities Psychology ab: This study examined the receptive language skills of young children (46 years old) with specific language impairment (SLI). Specifically, the authors looked at their ability to fast-map semantic features of objects and actions and compared it to the performance of age-matched peers with normally developing language (NL). Children completed a computer task during which they were exposed to novel objects and actions with novel names. The children then were asked questions about the semantic features of these novel objects and actions. Overall, the questions about actions were more difficult for children than objects. The children with SLI were able to recognize fewer semantic features than were their peers with NL. They also performed poorly relative to their peers on a lexical label recognition task. These results lend support to the idea that children with SLI have broader difficulties with receptive vocabulary than simply a reduced ability to acquire labels. Reprinted by permission of the publisher. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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