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Statistical Word Learning in Childre...

Haebig, Eileen.

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Statistical Word Learning in Children with Language Disorders.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Statistical Word Learning in Children with Language Disorders./
Author:	Haebig, Eileen.
Description:	123 p.
Notes:	Source: Dissertation Abstracts International, Volume: 76-11(E), Section: B.
Contained By:	Dissertation Abstracts International76-11B(E).
Subject:	Speech therapy. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3708731
ISBN:	9781321841534

Statistical Word Learning in Children with Language Disorders.
Haebig, Eileen.

Statistical Word Learning in Children with Language Disorders. - 123 p.

Source: Dissertation Abstracts International, Volume: 76-11(E), Section: B.

Thesis (Ph.D.)--The University of Wisconsin - Madison, 2015.

Word learning abilities are important for academic and social development. As such, it is necessary to understand the mechanistic underpinnings of word learning in children with typical and atypical development. This study examined word learning mechanisms in children with typical development, autism spectrum disorder (ASD), and specific language impairment (SLI) who were matched on chronological age and nonverbal cognition. Specifically, abilities in statistical learning and fast mapping were examined. This study was the first to examine whether the output of statistical learning enhanced word learning abilities in school age children with typical and atypical language development. It was found that children with SLI have deficits in statistical learning and fast mapping abilities, relative to children with ASD and typical development. In addition, exploratory analyses revealed that statistical learning and fast mapping abilities in children with ASD who have concomitant language impairments are relatively intact, but slightly depressed. Lastly, when examining the role of statistical learning in word learning, it was found that exposure to an artificial language that contains some of the words presented in a subsequent word learning task enhanced learning in children with SLI. However, the word learning appeared to have been facilitated by the exposure to the sounds in the artificial language instead of the statistical structure. Implications to theory are discussed.

ISBN: 9781321841534Subjects--Topical Terms:

520446
Speech therapy.

Statistical Word Learning in Children with Language Disorders.
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020 $a 9781321841534
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100 1 $a Haebig, Eileen. $3 3179889
245 1 0 $a Statistical Word Learning in Children with Language Disorders.
300 $a 123 p.
500 $a Source: Dissertation Abstracts International, Volume: 76-11(E), Section: B.
500 $a Adviser: Susan Ellis Weismer.
502 $a Thesis (Ph.D.)--The University of Wisconsin - Madison, 2015.
520 $a Word learning abilities are important for academic and social development. As such, it is necessary to understand the mechanistic underpinnings of word learning in children with typical and atypical development. This study examined word learning mechanisms in children with typical development, autism spectrum disorder (ASD), and specific language impairment (SLI) who were matched on chronological age and nonverbal cognition. Specifically, abilities in statistical learning and fast mapping were examined. This study was the first to examine whether the output of statistical learning enhanced word learning abilities in school age children with typical and atypical language development. It was found that children with SLI have deficits in statistical learning and fast mapping abilities, relative to children with ASD and typical development. In addition, exploratory analyses revealed that statistical learning and fast mapping abilities in children with ASD who have concomitant language impairments are relatively intact, but slightly depressed. Lastly, when examining the role of statistical learning in word learning, it was found that exposure to an artificial language that contains some of the words presented in a subsequent word learning task enhanced learning in children with SLI. However, the word learning appeared to have been facilitated by the exposure to the sounds in the artificial language instead of the statistical structure. Implications to theory are discussed.
590 $a School code: 0262.
650 4 $a Speech therapy. $3 520446
650 4 $a Developmental psychology. $3 516948
690 $a 0460
690 $a 0620
710 2 $a The University of Wisconsin - Madison. $b Communicative Disorders. $3 2104428
773 0 $t Dissertation Abstracts International $g 76-11B(E).
790 $a 0262
791 $a Ph.D.
792 $a 2015
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3708731