Nonword repetition and word learning: The nature of the relationship

2006 ◽  
Vol 27 (4) ◽  
pp. 513-543 ◽  
Author(s):  
SUSAN E. GATHERCOLE
Keyword(s):  
Theoretical Analysis ◽  
Language Learning ◽  
Life Span ◽  
Word Learning ◽  
Nonword Repetition ◽  
Learning Mechanism ◽  
New Words ◽  
The Relationship ◽  
Speech Motor ◽  
Substantial Degree

This article presents a theoretical framework designed to accommodate core evidence that the abilities to repeat nonwords and to learn the phonological forms of new words are closely linked. Basic findings relating nonword repetition and word learning both in typical samples of children and adults and in individuals with disorders of language learning are described. The theoretical analysis of this evidence is organized around the following claims: first, that nonword repetition and word learning both rely on phonological storage; second, that they are both multiply determined, constrained also by auditory, phonological, and speech–motor output processes; third, that a phonological storage deficit alone may not be sufficient to impair language learning to a substantial degree. It is concluded that word learning mediated by temporary phonological storage is a primitive learning mechanism that is particularly important in the early stages of acquiring a language, but remains available to support word learning across the life span.

Song and infant-directed speech facilitate word learning

2019 ◽  
Vol 73 (7) ◽  
pp. 1036-1054
Author(s):  
Weiyi Ma ◽  
Anna Fiveash ◽  
Elizabeth Hellmuth Margulis ◽  
Douglas Behrend ◽  
William Forde Thompson
Keyword(s):  
Language Learning ◽  
Word Learning ◽  
Word Association ◽  
Learning Task ◽  
Learning Performance ◽  
Long Term Memory ◽  
Term Memory ◽  
English Speaking ◽  
The Relationship

Two separate lines of research have examined the influence of song and infant-directed speech (IDS—a speech register that includes some melodic features) on language learning, suggesting that the use of musical attributes in speech input can enhance language learning. However, the benefits of these two types of stimuli have never been directly compared. In this investigation, we compared the effects of song and IDS for immediate word learning and long-term memory of the learned words. This study examines whether the highly musical stimuli (i.e., song) would facilitate language learning more than the less musical stimuli (i.e., IDS). English-speaking adults were administered a word learning task, with Mandarin Chinese words presented in adult-directed speech (ADS), IDS, or song. Participants’ word learning performance was assessed immediately after the word learning task (immediate word learning) and then 1 day later (long-term memory). Results showed that both song and IDS facilitated immediate word learning and long-term memory of the words; however, this facilitative effect did not differ between IDS and song, suggesting that the relationship between the degree of musicality and language learning performance is not linear. In addition, song and IDS were found to facilitate the word association process (mapping a label to its referent) rather than the word recognition process. Finally, participants’ confidence in their answers might not differ among ADS, IDS, and sung words.

scholarly journals Learning and Remembering New Words: Clinical Illustrations From Children With Specific Language Impairment

2015 ◽  
Vol 22 (4) ◽  
pp. 138-146 ◽  
Author(s):  
Rouzana Komesidou ◽  
Holly L. Storkel
Keyword(s):  
Word Learning ◽  
Language Impairment ◽  
Specific Language Impairment ◽  
Kindergarten Children ◽  
Memory Retention ◽  
Specific Language ◽  
New Words ◽  
Good Learning ◽  
Novel Word Learning ◽  
The Relationship

The learning of a new word involves at least two processes: learning from input and memory evolution in the absence of input. The authors will review the literature and describe the relationship between these two processes and novel word learning by children with specific language impairment (SLI). Cases from an ongoing preliminary clinical trial of word learning in kindergarten children with SLI will serve as clinical illustrations. In particular, one case will be used to demonstrate a pattern of good learning from input and good memory retention (i.e., desirable learning pattern during treatment). Three additional cases will be used to illustrate patterns indicative of poor learning from input and/or poor memory retention. Suggestions will be provided concerning how treatment can be altered when these patterns appear, to promote desirable learning outcomes.

Word Learning and Story Comprehension From Digital Storybooks

2016 ◽  
Vol 55 (3) ◽  
pp. 410-428 ◽  
Author(s):  
Elizabeth S. Kelley ◽  
Kara Kinney
Keyword(s):  
Preschool Children ◽  
Language Learning ◽  
Word Learning ◽  
Group Differences ◽  
Story Comprehension ◽  
Experimental Conditions ◽  
New Words ◽  
Incidental Exposure ◽  
Learning Instruction ◽  
Incidental Word Learning

An emerging body of research examines language learning of young children from experiences with digital storybooks, but little is known about the ways in which specific components of digital storybooks, including interactive elements, may influence language learning. The purpose of the study was to examine the incidental word learning and story comprehension of preschool children after interactions with interactive and noninteractive versions of a digital storybook. Thirty preschool children were randomly assigned to one of two experimental conditions: interactive in which the story text was presented aloud and interactive features were present and not interactive in which the story text was presented aloud with no interactive features. After three sessions with the digital storybook, no group differences were observed between conditions on measures of word learning or story comprehension. Children in both groups demonstrated some learning of new words; however, gains were minimal, approximately one new word per child. This study contributes preliminary data to indicate that interactive components of digital storybooks may not be sufficient to facilitate language learning. Instruction, rather than incidental exposure, is likely necessary for meaningful language learning from digital storybooks.

Phonological networks and new word learning

2006 ◽  
Vol 27 (4) ◽  
pp. 581-584 ◽  
Author(s):  
Elisabet Service
Keyword(s):  
Language Learning ◽  
Word Learning ◽  
Language Impairment ◽  
Specific Language Impairment ◽  
Short Term Memory ◽  
Nonword Repetition ◽  
Short Term ◽  
Perceptual Analysis ◽  
Motor Processes

The first report of a connection between vocabulary learning and phonological short-term memory was published in 1988 (Baddeley, Papagno, & Vallar, 1988). At that time, both Susan Gathercole and I were involved in longitudinal studies, investigating the relation between nonword repetition and language learning. We both found a connection. Now, almost 20 years later, in her Keynote Gathercole (2006) reviews a multitude of data bearing on the interpretation of this often replicated connection. Her main conclusions are three. First, both nonword repetition and word learning are constrained by the quality of temporary storage. She sees this storage as multiply determined, that is, affected by factors like perceptual analysis, phonological awareness (ability to identify and reflect on the speech sounds that make up words). Second, both nonword repetition and word learning are also affected by sensory, cognitive, and motor processes. Third, an impairment of phonological storage is typically associated with specific language impairment (SLI) but may not be a sole causal factor.

scholarly journals Nonword Repetition and Vocabulary Knowledge as Predictors of Children's Phonological and Semantic Word Learning

2017 ◽  
Vol 60 (3) ◽  
pp. 682-693 ◽  
Author(s):  
Suzanne M. Adlof ◽  
Hannah Patten
Keyword(s):  
Word Learning ◽  
Semantic Information ◽  
Vocabulary Knowledge ◽  
Nonword Repetition ◽  
Chronological Age ◽  
Typically Developing ◽  
Expressive Vocabulary ◽  
Typically Developing Children ◽  
New Words ◽  
Reading Impairments

Purpose This study examined the unique and shared variance that nonword repetition and vocabulary knowledge contribute to children's ability to learn new words. Multiple measures of word learning were used to assess recall and recognition of phonological and semantic information. Method Fifty children, with a mean age of 8 years (range 5–12 years), completed experimental assessments of word learning and norm-referenced assessments of receptive and expressive vocabulary knowledge and nonword repetition skills. Hierarchical multiple regression analyses examined the variance in word learning that was explained by vocabulary knowledge and nonword repetition after controlling for chronological age. Results Together with chronological age, nonword repetition and vocabulary knowledge explained up to 44% of the variance in children's word learning. Nonword repetition was the stronger predictor of phonological recall, phonological recognition, and semantic recognition, whereas vocabulary knowledge was the stronger predictor of verbal semantic recall. Conclusions These findings extend the results of past studies indicating that both nonword repetition skill and existing vocabulary knowledge are important for new word learning, but the relative influence of each predictor depends on the way word learning is measured. Suggestions for further research involving typically developing children and children with language or reading impairments are discussed.

The role of phonological storage deficits in specific language impairment: A reconsideration

2006 ◽  
Vol 27 (4) ◽  
pp. 556-562 ◽  
Author(s):  
Susan Ellis Weismer ◽  
Jan Edwards
Keyword(s):  
Language Learning ◽  
Word Learning ◽  
Language Impairment ◽  
Specific Language Impairment ◽  
Learning Disorders ◽  
Nonword Repetition ◽  
Language Abilities ◽  
Specific Language ◽  
Adults And Children ◽  
Nonword Processing

In her Keynote Article, Gathercole (2006) presents a theoretical framework intended to account for evidence regarding the relation between nonword repetition and word learning. This framework stems from an impressive amount and breadth of research on this topic, including findings from adults and children with typical language abilities as well as language learning disorders. In this commentary we focus on claims relative to the interpretation of nonword repetition deficits in children with specific language impairment (SLI). One issue we address pertains to the nature of the proposed model of nonword processing and word learning, particularly with respect to phonological sensitivity and storage. The second issue we address relates to the assumption that a phonological storage deficit, although not sufficient, is necessary for SLI.

Commentary on Keynote

2006 ◽  
Vol 27 (4) ◽  
pp. 562-564 ◽  
Author(s):  
Shelley Gray
Keyword(s):  
Word Learning ◽  
Language Impairment ◽  
Specific Language Impairment ◽  
Short Term Memory ◽  
Phonological Loop ◽  
Nonword Repetition ◽  
Test Cases ◽  
Phonological Memory ◽  
Short Term ◽  
The Relationship

Our understanding the relationship between verbal short-term memory as indexed by nonword repetition and word learning must now incorporate myriad factors that were not as apparent 17 years ago when Gathercole and Baddeley (1989) proposed that “the phonological memory skills tapped by nonword repetition play a causal role in vocabulary development” (p. 211). In particular, successful nonword repetition involves more than the phonological loop, word learning happens by degrees, and is influenced by many factors other than phonology, and children with specific language impairment (SLI), who have served as test cases by virtue of consistently demonstrating phonological memory deficits, often exhibit other deficits with the potential to negatively impact word learning. Gathercole (2006) still makes the case for temporary phonological storage playing an important role in word learning, but with several caveats. I would like to add two.

scholarly journals Introduction

2010 ◽  
Vol 31 (2) ◽  
pp. 225-225
Author(s):  
Theo Marinis
Keyword(s):  
Language Learners ◽  
Word Learning ◽  
Nonword Repetition ◽  
Special Issue ◽  
The Third ◽  
The Relationship

This Special Issue ofApplied Psycholinguisticsincludes the third Keynote Article in our Journal. This format has been very successful, and thus far it has generated fruitful discussions in two areas of research: the relationship between nonword repetition and word learning (Gathercole, 2006) and grammatical processing in language learners (Clahsen & Felser, 2006).

scholarly journals Exemplar Variability Facilitates Retention of Word Learning by Children With Specific Language Impairment

2018 ◽  
Vol 49 (1) ◽  
pp. 72-84 ◽  
Author(s):  
Jessica M. Aguilar ◽  
Elena Plante ◽  
Michelle Sandoval
Keyword(s):  
Language Learning ◽  
Word Learning ◽  
Language Impairment ◽  
Specific Language Impairment ◽  
Training Session ◽  
High Variability ◽  
Specific Language ◽  
New Words ◽  
Experimental Training

Purpose Variability in the input plays an important role in language learning. The current study examined the role of object variability for new word learning by preschoolers with specific language impairment (SLI). Method Eighteen 4- and 5-year-old children with SLI were taught 8 new words in 3 short activities over the course of 3 sessions. Half of the children saw 3 identical objects corresponding to each new word during training (No Variability group); the other half of the children saw 3 different objects corresponding to each new word during training (High Variability group). Children completed vocabulary learning tests for objects seen during training and for new within-category objects that were never seen during training as a test of category generalization. Learning was assessed the day after each training activity, and retention was assessed 3 weeks after the last training session. Results There were no group differences on trained or generalization items immediately following training sessions. However, children in the High Variability group demonstrated significantly better retention 3 weeks after experimental training. Conclusion These findings demonstrate that object variability facilitates retention of new word learning by children with SLI. Supplemental Material https://doi.org/10.23641/asha.5583979

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