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Word learning processes in children ...

Walker, Elizabeth Ann.

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Word learning processes in children with cochlear implants.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Word learning processes in children with cochlear implants./
Author:	Walker, Elizabeth Ann.
Description:	139 p.
Notes:	Source: Dissertation Abstracts International, Volume: 71-07, Section: B, page: 4216.
Contained By:	Dissertation Abstracts International71-07B.
Subject:	Language, Linguistics. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3409478
ISBN:	9781124070063

Word learning processes in children with cochlear implants.
Walker, Elizabeth Ann.

Word learning processes in children with cochlear implants. - 139 p.

Source: Dissertation Abstracts International, Volume: 71-07, Section: B, page: 4216.

Thesis (Ph.D.)--The University of Iowa, 2010.

Children with cochlear implants (CIs) typically have smaller lexicons in relation to their same-age hearing peers. There is also evidence that children with CIs show slower rates of vocabulary growth compared to hearing children. To understand why children with CIs have smaller vocabularies, we proposed to investigate their word learning process and determine how it compares to children with normal hearing. The present study explores multiple aspects of word learning -- acquisition, extension, and retention -- to better inform us about the real-world process of lexical acquisition in children with CIs.

ISBN: 9781124070063Subjects--Topical Terms:

1018079
Language, Linguistics.

Word learning processes in children with cochlear implants.
LDR:03548nam 2200373 4500 001 1395611
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020 $a 9781124070063
035 $a (UMI)AAI3409478
035 $a AAI3409478
040 $a UMI $c UMI
100 1 $a Walker, Elizabeth Ann. $3 1674319
245 1 0 $a Word learning processes in children with cochlear implants.
300 $a 139 p.
500 $a Source: Dissertation Abstracts International, Volume: 71-07, Section: B, page: 4216.
500 $a Adviser: Karla K. McGregor.
502 $a Thesis (Ph.D.)--The University of Iowa, 2010.
520 $a Children with cochlear implants (CIs) typically have smaller lexicons in relation to their same-age hearing peers. There is also evidence that children with CIs show slower rates of vocabulary growth compared to hearing children. To understand why children with CIs have smaller vocabularies, we proposed to investigate their word learning process and determine how it compares to children with normal hearing. The present study explores multiple aspects of word learning -- acquisition, extension, and retention -- to better inform us about the real-world process of lexical acquisition in children with CIs.
520 $a We evaluated 24 children with cochlear implants, 24 children with normal hearing matched by chronological age, and 23 children with normal hearing who were matched by vocabulary size. Participants were trained and tested on a word learning task that incorporated fast mapping, word extension, and word retention over two days. We also administered a battery of tests that include measures of receptive vocabulary and speech perception skills to determine which variables might be significant predictors of fast mapping and word retention.
520 $a Children with CIs performed more poorly on word learning measures compared to their age-mates, but similarly to their vocabulary-mates. These findings indicate that children with CIs experience a reduced ability to initially form word-referent pairs, as well as extend and retain these pairs over time, in relation to their same-age hearing peers. Additionally, hearing age-mates and vocabulary-mates showed enhancement in their production of novel words over time, while the CI group maintained performance. Thus, children with CIs may not take the same route in learning new words as typically-developing children. These results could help explain, in part, why this population consistently demonstrates slower rates of vocabulary learning over time. Furthermore, we expected that speech perception and vocabulary size would relate to variations in fast mapping, as well as word retention. Neither of these variables proved to be significant predictors of fast mapping, but they were highly significant for word retention. Based on these findings, we may conclude that the factors that account for acquiring that first link between a word and its referent are not the same as those that are important for storing in a word in long-term memory.
590 $a School code: 0096.
650 4 $a Language, Linguistics. $3 1018079
650 4 $a Health Sciences, Audiology. $3 1018138
650 4 $a Health Sciences, Speech Pathology. $3 1018105
650 4 $a Psychology, Developmental. $3 1017557
690 $a 0290
690 $a 0300
690 $a 0460
690 $a 0620
710 2 $a The University of Iowa. $b Speech Pathology and Audiology. $3 1674320
773 0 $t Dissertation Abstracts International $g 71-07B.
790 1 0 $a McGregor, Karla K., $e advisor
790 1 0 $a Tomblin, Bruce $e committee member
790 1 0 $a Bass-Ringdahl, Sandie $e committee member
790 1 0 $a Owen, Amanda $e committee member
790 1 0 $a Samuelson, Larissa $e committee member
790 $a 0096
791 $a Ph.D.
792 $a 2010
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3409478