Individual and Developmental Differences in Distributional Learning

Autor/inn/en	Hall, Jessica; Owen Van Horne, Amanda J.; McGregor, Karla K.; Farmer, Thomas A.
Titel	Individual and Developmental Differences in Distributional Learning
Quelle	In: Language, Speech, and Hearing Services in Schools, 49 (2018) 3, S.694-709 (16 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0161-1461
DOI	10.1044/2018_LSHSS-STLT1-17-0134
Schlagwörter	Individual Differences; Children; Language Impairments; Artificial Languages; Age Differences; Individual Development; College Students; Test Items; Age Groups; Attention; Short Term Memory; Grammar; Phonology + Suchen Sie Ihr Suchwort? Individueller Unterschied; Child; Kind; Kinder; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Age; Difference; Age difference; Altersunterschied; Individuelle Entwicklung; Collegestudent; Test content; Testaufgabe; Age grop; Altersgruppe; Aufmerksamkeit; Kurzzeitgedächtnis; Grammatik; Fonologie
Abstract	Purpose: This study examined whether children and adults with developmental language disorder (DLD) could use distributional information in an artificial language to learn about grammatical category membership similarly to their typically developing (TD) peers and whether developmental differences existed within and between DLD and TD groups. Method: Sixteen children ages 7-9 with DLD, 26 age-matched TD children, 17 college students with DLD, and 17 TD college students participated in this task. We used an artificial grammar learning paradigm in which participants had to use knowledge of category membership to determine the acceptability of test items that they had not heard during a training phase. Results: Individuals with DLD performed similarly to TD peers in distinguishing grammatical from ungrammatical combinations, with no differences between age groups. The order in which items were heard at test differentially affected child versus adult participants and showed a relation with attention and phonological working memory as well. Conclusion: Differences in ratings between grammatical and ungrammatical items in this task suggest that individuals with DLD can form grammatical categories from novel input and more broadly use distributional information. Differences in order effects suggest a developmental timeline for sensitivity to updating distributional information. (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