Effect of Onset and Rhyme Primes in Preschoolers with Typical Development and Specific Language Impairment

Autor/inn/en	Gray, Shelley; Reiser, Mark; Brinkley, Shara
Titel	Effect of Onset and Rhyme Primes in Preschoolers with Typical Development and Specific Language Impairment
Quelle	In: Journal of Speech, Language, and Hearing Research, 55 (2012) 1, S.32-44 (13 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1092-4388
DOI	10.1044/1092-4388(2011/10-0203)
Schlagwörter	Priming; Language Impairments; Rhyme; Preschool Children; Cues; Phonology; Listening; Oral Language; Child Language; Language Acquisition; Language Processing; Task Analysis; Vocabulary + Suchen Sie Ihr Suchwort? Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Reim; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Stichwort; Fonologie; Hörvorgang; Zuhören; Oral interpretation; Mündlicher Sprachgebrauch; 'Children''s language'; Kindersprache; Sprachaneignung; Spracherwerb; Sprachverarbeitung; Aufgabenanalyse; Wortschatz
Abstract	Purpose: In this study, the authors used cued shadowing to examine children's phonological word-form representations by studying the effects of onset and rhyme primes on lexical access. Method: Twenty-five preschoolers with specific language impairment (SLI; hereafter known as the SLI group), 24 age- and gender-matched children (AM group), and 20 vocabulary- and gender-matched children (VM group) participated. Children listened to pairs of words and repeated the second word as quickly as they could. Primes included words with overlapping onsets, words with overlapping rimes, and identical or unrelated words. Results: As expected, unrelated words inhibited production in the AM and VM groups. Overlapping rimes primed production in the AM group. No inhibitory or priming effects were found for the SLI group. Conclusion: Phonological priming may be used to study the phonological representations of preschool-age children. Results suggest that none of the groups accessed words incrementally. Priming for overlapping rimes by the AM but not the VM or SLI groups may indicate that the AM group benefited from lexical organization favoring nucleus + rime organization that has not yet developed for the VM or SLI groups. The lack of inhibition in the SLI group suggests that their phonological representations were not detailed enough to prime words in their lexicon or that they did not process the prime or target words. (As Provided).
Anmerkungen	American Speech-Language-Hearing Association (ASHA). 10801 Rockville Pike, Rockville, MD 20852. Tel: 800-638-8255; Fax: 301-571-0457; e-mail: subscribe@asha.org; Web site: http://jslhr.asha.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10