Reversal shift in phonotactic learning during language production: Evidence for incremental learning

2019 ◽  
Vol 106 ◽  
pp. 135-149 ◽  
Author(s):  
Nathaniel D. Anderson ◽  
Eric W. Holmes ◽  
Gary S. Dell ◽  
Erica L. Middleton
Keyword(s):  
Incremental Learning ◽  
Language Production ◽  
Reversal Shift ◽  
Phonotactic Learning

Issues in Language Sample Collection and Analysis With Children Using AAC

2014 ◽  
Vol 23 (2) ◽  
pp. 65-74 ◽  
Author(s):  
Gail Van Tatenhove
Keyword(s):  
Clinical Practice ◽  
Augmentative And Alternative Communication ◽  
Language Production ◽  
Expressive Language ◽  
Sample Analysis ◽  
Alternative Communication ◽  
Sample Collection ◽  
Speech Language Pathologists ◽  
Language Sample Analysis ◽  
Language Sample

Language sample analysis is considered one of the best methods of evaluating expressive language production in speaking children. However, the practice of language sample collection and analysis is complicated for speech-language pathologists working with children who use augmentative and alternative communication (AAC) devices. This article identifies six issues regarding use of language sample collection and analysis in clinical practice with children who use AAC devices. The purpose of this article is to encourage speech-language pathologists practicing in the area of AAC to utilize language sample collection and analysis as part of ongoing AAC assessment.

Lexical Access Problems Lead to Disfluencies in Speech

2010 ◽  
Vol 57 (3) ◽  
pp. 169-177 ◽  
Author(s):  
Robert J. Hartsuiker ◽  
Lies Notebaert
Keyword(s):  
Lexical Access ◽  
Picture Naming ◽  
Language Production ◽  
Line Drawings ◽  
Name Agreement ◽  
Access Problems ◽  
Agreement Condition

A picture naming experiment in Dutch tested whether disfluencies in speech can arise from difficulties in lexical access. Speakers described networks consisting of line drawings and paths connecting these drawings, and we manipulated picture name agreement. Consistent with our hypothesis, there were more pauses and more self-corrections in the low name agreement condition than the high name agreement condition, but there was no effect on repetitions. We also considered determiner frequency. There were more self-corrections and more repetitions when the picture name required the less frequent (neuter-gender) determiner “het” than the more frequent (common-gender) determiner “de”. These data suggest that difficulties in distinct stages of language production result in distinct patterns of disfluencies.

Incremental learning of word meanings: ERP evidence for stages of meaning acquisition

2010 ◽  
Author(s):  
Gwen A. Frishkoff ◽  
Kevyn Collins-Thompson ◽  
Charles A. Perfetti
Keyword(s):  
Incremental Learning ◽  
Word Meanings

"Where was I?": A psycholinguistic investigation of interruptions to language production

2006 ◽  
Author(s):  
Benjamin Swets ◽  
Fernanda Ferreira ◽  
Erik M. Altmann
Keyword(s):  
Language Production

Incremental learning in word production: Tracing the fate of non-selected alternative picture names.

2018 ◽  
Vol 44 (10) ◽  
pp. 1586-1602 ◽  
Author(s):  
Franziska Kurtz ◽  
Herbert Schriefers ◽  
Andreas Mädebach ◽  
Jörg D. Jescheniak
Keyword(s):  
Incremental Learning ◽  
Word Production
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