Multiple Mechanisms of Word Learning in Late-Talking Children: A Longitudinal Study

Autor/inn/en	Cheung, Rachael W.; Hartley, Calum; Monaghan, Padraic
Titel	Multiple Mechanisms of Word Learning in Late-Talking Children: A Longitudinal Study
Quelle	In: Journal of Speech, Language, and Hearing Research, 65 (2022) 8, S.2978-2995 (18 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Cheung, Rachael W.) ORCID (Hartley, Calum) ORCID (Monaghan, Padraic)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1092-4388
Schlagwörter	Vocabulary Development; Learning Processes; Preschool Children; Delayed Speech; Semantics; Validity; Repetition; Cognitive Mapping; Language Processing; Task Analysis; Visual Stimuli; Predictor Variables; Leiter International Performance Scale; Vineland Adaptive Behavior Scales + Suchen Sie Ihr Suchwort? Wortschatzarbeit; Learning process; Lernprozess; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Sprachverzögerung; Semantik; Gültigkeit; Wiederholung; Sprachverarbeitung; Aufgabenanalyse; Prädiktor
Abstract	Purpose: The aim of this study was to identify variability in word-learning mechanisms used by late-talking children using a longitudinal study design, which may explain variability in late-talking children's outcomes. Method: A cohort of typically developing children (n = 40) and children who were classified as late-talking children at age 2;0 (years;months; [less than or equal to] 10th percentile on expressive vocabulary, n = 21) were followed up at ages 3;0 and 3;6. We tested the cohort across tasks designed to isolate different mechanisms involved in word learning: encoding and producing spoken forms of words (using a nonword repetition task), identifying referents for words (using a fast mapping task), and learning associations between words and referents (using a cross-situational word-learning task). Results: Late-talking children had lower accuracy on nonword repetition than typically developing children, despite most of the sample reaching typical ranges for expressive vocabulary at age 3;6. There were no between-groups differences in fast mapping and retention accuracy; however, both were predicted by concurrent expressive vocabulary. Late-talking children performed less accurately than typically developing children on cross-situational word-learning retention trials, despite showing no between-groups differences during training trials. Combining performance across all three tasks predicted approximately 45% of the variance in vocabulary outcomes at the last time point. Conclusions: Late-talking children continue to have deficits in phonological representation that impact their word-learning ability and expressive language abilities but do not show difficulties in fast mapping novel words. Late-talking children may also struggle to retain associative information about word-referent mappings. Late-talking children thus use some, but not all, word-learning mechanisms differently than typically developing children. (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: slhr@asha.org; Web site: http://jslhr.pubs.asha.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01