東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back to Search results for [ null ]

Switch To: Labeled | MARC Mode | ISBD

Implicit Learning of Children with a...

Yu, Wanchi.

Linked to FindBook

Google Book

Amazon

博客來

Implicit Learning of Children with and Without Developmental Language Disorder Across Auditory and Visual Categories.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Implicit Learning of Children with and Without Developmental Language Disorder Across Auditory and Visual Categories./
Author:	Yu, Wanchi.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2020,
Description:	75 p.
Notes:	Source: Masters Abstracts International, Volume: 82-05.
Contained By:	Masters Abstracts International82-05.
Subject:	Speech therapy. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28030627
ISBN:	9798684654121

Implicit Learning of Children with and Without Developmental Language Disorder Across Auditory and Visual Categories.
Yu, Wanchi.

Implicit Learning of Children with and Without Developmental Language Disorder Across Auditory and Visual Categories. - Ann Arbor : ProQuest Dissertations & Theses, 2020 - 75 p.

Source: Masters Abstracts International, Volume: 82-05.

Thesis (M.S.)--Portland State University, 2020.

One child with DLD and 29 children with typical language development (TLD) were included in the study, based on results from a hearing screening and standardized assessments of cognitive and expressive language skills. Participants completed two computer-based experiments, which were designed to investigate: 1) sound discrimination (pitch and duration), implicit mapping of sound stimuli to objects; 2) visual discrimination, implicit mapping of visual stimuli to objects.The current study showed that children with TLD who implicitly learned pitch categories showed better mapping of sound stimuli to objects than children with TLD who implicitly learned duration categories. The one child with DLD who learned pitch categories showed implicit learning in the mapping task. The child also showed implicit learning of visual stimuli in the visual experiment. An association between sound-discrimination scores and sound mapping performance in multivariate analyses of covariance (MANCOVAs) was not found in the TLD group. An interaction between visual discrimination and phase in the test block was found. Correlation tests revealed a negligibly positive association between visual discrimination and visual learning of the second phase in the test block in the TLD group, suggesting that links were starting to appear as children learned the categories.Findings are discussed in the context of recruitment challenges, and potential experimental design adjustments are suggested for future work.

ISBN: 9798684654121Subjects--Topical Terms:

520446
Speech therapy.
Subjects--Index Terms:

Developmental language disorder

Implicit Learning of Children with and Without Developmental Language Disorder Across Auditory and Visual Categories.
LDR:02694nmm a2200397 4500 001 2399860
005 20240916070002.5
006 m o d
007 cr#unu||||||||
008 251215s2020 ||||||||||||||||| ||eng d
020 $a 9798684654121
035 $a (MiAaPQ)AAI28030627
035 $a AAI28030627
040 $a MiAaPQ $c MiAaPQ
100 1 $a Yu, Wanchi. $3 3769835
245 1 0 $a Implicit Learning of Children with and Without Developmental Language Disorder Across Auditory and Visual Categories.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2020
300 $a 75 p.
500 $a Source: Masters Abstracts International, Volume: 82-05.
500 $a Advisor: Quam, Carolyn.
502 $a Thesis (M.S.)--Portland State University, 2020.
520 $a One child with DLD and 29 children with typical language development (TLD) were included in the study, based on results from a hearing screening and standardized assessments of cognitive and expressive language skills. Participants completed two computer-based experiments, which were designed to investigate: 1) sound discrimination (pitch and duration), implicit mapping of sound stimuli to objects; 2) visual discrimination, implicit mapping of visual stimuli to objects.The current study showed that children with TLD who implicitly learned pitch categories showed better mapping of sound stimuli to objects than children with TLD who implicitly learned duration categories. The one child with DLD who learned pitch categories showed implicit learning in the mapping task. The child also showed implicit learning of visual stimuli in the visual experiment. An association between sound-discrimination scores and sound mapping performance in multivariate analyses of covariance (MANCOVAs) was not found in the TLD group. An interaction between visual discrimination and phase in the test block was found. Correlation tests revealed a negligibly positive association between visual discrimination and visual learning of the second phase in the test block in the TLD group, suggesting that links were starting to appear as children learned the categories.Findings are discussed in the context of recruitment challenges, and potential experimental design adjustments are suggested for future work.
590 $a School code: 0180.
650 4 $a Speech therapy. $3 520446
650 4 $a Language. $3 643551
650 4 $a Neurosciences. $3 588700
650 4 $a Acoustics. $3 879105
653 $a Developmental language disorder
653 $a DLD
653 $a Implicit mapping
653 $a Sound discrimination
653 $a Visual discrimination
690 $a 0460
690 $a 0679
690 $a 0317
690 $a 0986
710 2 $a Portland State University. $b Speech and Hearing Sciences. $3 1683179
773 0 $t Masters Abstracts International $g 82-05.
790 $a 0180
791 $a M.S.
792 $a 2020
793 $a English
856 4 0 $u https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28030627