Why Words Are Hard for Adults With Developmental Language Impairments.
Purpose: To determine whether word learning problems associated with developmental language impairment (LI) reflect deficits in encoding or subsequent remembering of forms and meanings. Method: Sixty-nine 18- to 25-year-olds with LI or without (the normal development [ND] group) took tests to measur...
| Publicado en: | Journal of Speech, Language & Hearing Research Vol. 56; no. 6; pp. 1845 - 1857 |
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| Autores principales: | , , , , , , |
| Formato: | Artículo |
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American Speech-Language-Hearing Association
Dec2013
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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=93524350&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 93524350 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: Dec2013 vid: 56 iid: 6 pid: 42 pub: American Speech-Language-Hearing Association artinfo: ui: 93524350 10.1044/1092-4388(2013/12-0233) ppf: 1845 ppct: 12 formats: fmt: @attributes: type: P size: 236KB tig: atl: Why Words Are Hard for Adults With Developmental Language Impairments. aug: au: McGregor, Karla K. Licandro, Ulla Arenas, Richard Eden, Nichole Stiles, Derek Bean, Allison Walker, Elizabeth affil: University of Iowa Leibniz University of Hannover, Germany University of New Mexico, Albuquerque Rush University, Chicago, IL Ohio State University, Columbus su: Midwest (U.S.) Analysis of variance Developmental disabilities Intelligence tests Language acquisition Language disorders Psychological tests Self-evaluation Research funding T-test (Statistics) Pre-tests & post-tests Descriptive statistics sug: subj: Analysis of variance Developmental disabilities Intelligence tests Language acquisition Language disorders Psychological tests Self-evaluation Midwest (U.S.) Research funding T-test (Statistics) Pre-tests & post-tests Descriptive statistics keyword: consolidation encoding language impairment memory sleep word learning consolidation encoding language impairment memory sleep word learning ab: Purpose: To determine whether word learning problems associated with developmental language impairment (LI) reflect deficits in encoding or subsequent remembering of forms and meanings. Method: Sixty-nine 18- to 25-year-olds with LI or without (the normal development [ND] group) took tests to measure learning of 16 word forms and meanings immediately after training (encoding) and 12 hr, 24 hr, and 1 week later (remembering). Half of the participants trained in the morning, and half trained in the evening. Results: At immediate posttest, participants with LI performed more poorly on form and meaning than those with ND. Poor performance was more likely among those with more severe LI. The LI-ND gap for word form recall widened over 1 week. In contrast, the LI and ND groups demonstrated no difference in remembering word meanings over the week. In both groups, participants who trained in the evening, and therefore slept shortly after training, demonstrated greater gains in meaning recall than those who trained in the morning. Conclusions: Some adults with LI have encoding deficits that limit the addition of word forms and meanings to the lexicon. Similarities and differences in patterns of remembering in the LI and ND groups motivate the hypothesis that consolidation of declarative memory is a strength for adults with LI. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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