期刊
JOURNAL OF SPEECH LANGUAGE AND HEARING RESEARCH
卷 48, 期 2, 页码 439-458出版社
AMER SPEECH-LANGUAGE-HEARING ASSOC
DOI: 10.1044/1092-4388(2005/030)
关键词
language impairment; vocabulary deficits; word learning; phonological representation; semantic representation
Word learning in 16 children with specific language impairment (SLI) was compared with that of chronological-age controls (CAC) and vocabulary-age controls (VAC) to examine the extent and nature of word-learning deficits in the children with SLI. The children were exposed to novel words in a story and an explicit teaching context. Five tasks assessed how much the children had learned about the words' phonological form and semantic properties after 6 repetitions (Time 1) and again after 12 repetitions (Time 2) of the words in each context. The SLI group performed significantly worse than the CAC group at both Time 1 and Time 2 on all measures of the words presented in both contexts. They performed similarly to the VAC group (who were on average 2(1)/(2) years younger) on Time 1 and Time 2 measures from both contexts, except for the Naming task at Time 2, on which their performance was significantly lower. These findings suggest that children with vocabulary deficits have difficulties with both phonological and semantic aspects of word learning.
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