Children with Developmental Language Disorder Have an Auditory Verbal Statistical Learning Deficit: Evidence from an Online Measure

Autor/inn/en	Lammertink, Imme; Boersma, Paul; Wijnen, Frank; Rispens, Judith
Titel	Children with Developmental Language Disorder Have an Auditory Verbal Statistical Learning Deficit: Evidence from an Online Measure
Quelle	In: Language Learning, 70 (2020) 1, S.137-178 (42 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lammertink, Imme)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0023-8333
DOI	10.1111/lang.12373
Schlagwörter	Language Proficiency; Developmental Disabilities; Language Impairments; Grammar; Syntax; Language Usage; Children; Reaction Time + Suchen Sie Ihr Suchwort? Language skill; Language skills; Sprachkompetenz; Entwicklungsstörung; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Grammatik; Sprachgebrauch; Child; Kind; Kinder; Reaktionsvermögen
Abstract	Successful language use requires the ability to process nonadjacent dependencies (NADs) that occur in linguistic input. Learning such structural regularities seems therefore crucial for children, and researchers have indeed proposed that language problems in children with developmental language disorder (DLD), especially problems with grammar, are due to their decreased sensitivity to NADs. Because the evidence supporting this claim is scarce, we compared children with DLD (n = 36; M[subscript age] = 9.1 years) and without DLD (n = 36; M[subscript age] = 9.1 years) performing a learning task with NADs. Using response times as an online measure of learning NADs, we observed that participants with DLD were less sensitive to NADs than were typically developing peers. The confidence intervals of the effect, however, indicated that the effect was probably small in size. We discuss clinical and theoretical implications of the present study in light of this effect size. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01