Exemplar Variability Facilitates Retention of Word Learning by Children with Specific Language Impairment

Autor/inn/en	Aguilar, Jessica M.; Plante, Elena; Sandoval, Michelle
Titel	Exemplar Variability Facilitates Retention of Word Learning by Children with Specific Language Impairment
Quelle	In: Language, Speech, and Hearing Services in Schools, 49 (2018) 1, S.72-84 (13 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0161-1461
DOI	10.1044/2017_LSHSS-17-0031
Schlagwörter	Vocabulary Development; Language Impairments; Linguistic Input; Preschool Children; Generalization; Experimental Groups; Retention (Psychology); Role; Language Tests; Language Acquisition + Suchen Sie Ihr Suchwort? Wortschatzarbeit; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Sprachbildung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Merkfähigkeit; Rollen; Language test; Sprachtest; Sprachaneignung; Spracherwerb
Abstract	Purpose: Variability in the input plays an important role in language learning. The current study examined the role of object variability for new word learning by preschoolers with specific language impairment (SLI). Method: Eighteen 4- and 5-year-old children with SLI were taught 8 new words in 3 short activities over the course of 3 sessions. Half of the children saw 3 identical objects corresponding to each new word during training (No Variability group); the other half of the children saw 3 different objects corresponding to each new word during training (High Variability group). Children completed vocabulary learning tests for objects seen during training and for new within-category objects that were never seen during training as a test of category generalization. Learning was assessed the day after each training activity, and retention was assessed 3 weeks after the last training session. Results: There were no group differences on trained or generalization items immediately following training sessions. However, children in the High Variability group demonstrated significantly better retention 3 weeks after experimental training. Conclusion: These findings demonstrate that object variability facilitates retention of new word learning by children with SLI. Supplemental Material: https://doi.org/10.23641/asha.5583979 (As Provided).
Anmerkungen	American Speech-Language-Hearing Association. 2200 Research Blvd #250, Rockville, MD 20850. Tel: 301-296-5700; Fax: 301-296-8580; e-mail: lshss@asha.org; Web site: http://lshss.pubs.asha.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01