Do Statistical Segmentation Abilities Predict Lexical-Phonological and Lexical-Semantic Abilities in Children with and without SLI?

Autor/inn/en	Mainela-Arnold, Elina; Evans, Julia L.
Titel	Do Statistical Segmentation Abilities Predict Lexical-Phonological and Lexical-Semantic Abilities in Children with and without SLI?
Quelle	In: Journal of Child Language, 41 (2014) 2, S.327-351 (25 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-0009
DOI	10.1017/S0305000912000736
Schlagwörter	Phonemes; Child Language; Semantics; Correlation; Sequential Learning; Language Impairments; Phonology; Task Analysis; Predictor Variables; Vocabulary Development; Language Acquisition; Definitions; Memory; Brain Hemisphere Functions + Suchen Sie Ihr Suchwort? Fonem; 'Children''s language'; Kindersprache; Semantik; Korrelation; Didaktische Sequenzierung; Lernsequenz; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Fonologie; Aufgabenanalyse; Prädiktor; Wortschatzarbeit; Sprachaneignung; Spracherwerb; Begriffsbestimmung; Gedächtnis
Abstract	This study tested the predictions of the procedural deficit hypothesis by investigating the relationship between sequential statistical learning and two aspects of lexical ability, lexical-phonological and lexical-semantic, in children with and without specific language impairment (SLI). Participants included forty children (ages 8;5-12;3), twenty children with SLI and twenty with typical development. Children completed Saffran's statistical word segmentation task, a lexical-phonological access task (gating task), and a word definition task. Poor statistical learners were also poor at managing lexical-phonological competition during the gating task. However, statistical learning was not a significant predictor of semantic richness in word definitions. The ability to track statistical sequential regularities may be important for learning the inherently sequential structure of lexical-phonological, but not as important for learning lexical-semantic knowledge. Consistent with the procedural/declarative memory distinction, the brain networks associated with the two types of lexical learning are likely to have different learning properties. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10