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Exemplar variability facilitates wor...

Aguilar, Jessica M.

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Exemplar variability facilitates word learning by children with specific language impairment.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Exemplar variability facilitates word learning by children with specific language impairment./
Author:	Aguilar, Jessica M.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2017,
Description:	58 p.
Notes:	Source: Dissertation Abstracts International, Volume: 78-08(E), Section: B.
Contained By:	Dissertation Abstracts International78-08B(E).
Subject:	Speech therapy. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10254084
ISBN:	9781369673531

Exemplar variability facilitates word learning by children with specific language impairment.
Aguilar, Jessica M.

Exemplar variability facilitates word learning by children with specific language impairment. - Ann Arbor : ProQuest Dissertations & Theses, 2017 - 58 p.

Source: Dissertation Abstracts International, Volume: 78-08(E), Section: B.

Thesis (Ph.D.)--The University of Arizona, 2017.

Research suggests that variability in the input plays an important role in learning language. The current study examined the role of object variability for word learning by preschoolers with specific language impairment (SLI). Seventeen 4- and 5-year-old children with SLI were taught eight new words in three short activities during the first three weeks of a six-week program. Half of the children saw three identical objects (No Variability group) corresponding to each target word during training, and the other half of the children saw three variable objects (High Variability group) corresponding to each target word during training. Children completed identification tests for objects seen during training and new within-category objects that were never seen to test generalization. Tests were administered the day after each training activity and three weeks after the last training session. There were no group differences on trained or generalization items immediately following training sessions. However, children in the High Variability group demonstrated significantly better learning, as measured by performance on generalization items, at retention testing three weeks after experimental training. These findings demonstrate that object variability facilitates retention of word learning by children with SLI.

ISBN: 9781369673531Subjects--Topical Terms:

520446
Speech therapy.

Exemplar variability facilitates word learning by children with specific language impairment.
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245 1 0 $a Exemplar variability facilitates word learning by children with specific language impairment.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2017
300 $a 58 p.
500 $a Source: Dissertation Abstracts International, Volume: 78-08(E), Section: B.
500 $a Adviser: Elena Plante.
502 $a Thesis (Ph.D.)--The University of Arizona, 2017.
520 $a Research suggests that variability in the input plays an important role in learning language. The current study examined the role of object variability for word learning by preschoolers with specific language impairment (SLI). Seventeen 4- and 5-year-old children with SLI were taught eight new words in three short activities during the first three weeks of a six-week program. Half of the children saw three identical objects (No Variability group) corresponding to each target word during training, and the other half of the children saw three variable objects (High Variability group) corresponding to each target word during training. Children completed identification tests for objects seen during training and new within-category objects that were never seen to test generalization. Tests were administered the day after each training activity and three weeks after the last training session. There were no group differences on trained or generalization items immediately following training sessions. However, children in the High Variability group demonstrated significantly better learning, as measured by performance on generalization items, at retention testing three weeks after experimental training. These findings demonstrate that object variability facilitates retention of word learning by children with SLI.
590 $a School code: 0009.
650 4 $a Speech therapy. $3 520446
650 4 $a Evolution & development. $3 3172418
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710 2 $a The University of Arizona. $b Speech, Language, and Hearing Sciences. $3 3343536
773 0 $t Dissertation Abstracts International $g 78-08B(E).
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793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10254084