The influence of lexical status and neighborhood density on children's nonword repetition

2010 ◽  
Vol 31 (3) ◽  
pp. 489-506 ◽  
Author(s):  
JAMIE L. METSALA ◽  
GINA M. CHISHOLM
Keyword(s):  
Neighborhood Density ◽  
Nonword Repetition ◽  
Lexical Knowledge ◽  
Lexical Status ◽  
Target Syllable

ABSTRACTThis study examined effects of lexical status and neighborhood density of constituent syllables on children's nonword repetition and interactions with nonword length. Lexical status of the target syllable impacted repetition accuracy for the longest nonwords. In addition, children made more errors that changed a nonword syllable to a word syllable than the reverse. Syllables from dense versus sparse neighborhoods were repeated more accurately in three- and four-syllable nonwords, but there was no effect of density for two-syllable nonwords. The effect of neighborhood density was greater for a low versus high vocabulary group. Finally, children's error responses were from more dense neighborhoods than the target syllables. The results are congruent with models of nonword repetition that emphasize the influence of long-term lexical knowledge on children's performance.

scholarly journals The Effect of Incremental Changes in Phonotactic Probability and Neighborhood Density on Word Learning by Preschool Children

2013 ◽  
Vol 56 (5) ◽  
pp. 1689-1700 ◽  
Author(s):  
Holly L. Storkel ◽  
Daniel E. Bontempo ◽  
Andrew J. Aschenbrenner ◽  
Junko Maekawa ◽  
Su-Yeon Lee
Keyword(s):  
Multilevel Modeling ◽  
Word Learning ◽  
Full Range ◽  
Naming Task ◽  
Neighborhood Density ◽  
Affect Recognition ◽  
Long Term Memory ◽  
Phonotactic Probability ◽  
Sound Sequence

Purpose Phonotactic probability or neighborhood density has predominately been defined through the use of gross distinctions (i.e., low vs. high). In the current studies, the authors examined the influence of finer changes in probability (Experiment 1) and density (Experiment 2) on word learning. Method The authors examined the full range of probability or density by sampling 5 nonwords from each of 4 quartiles. Three- and 5-year-old children received training on nonword–nonobject pairs. Learning was measured in a picture-naming task immediately following training and 1 week after training. Results were analyzed through the use of multilevel modeling. Results A linear spline model best captured nonlinearities in phonotactic probability. Specifically, word learning improved as probability increased in the lowest quartile, worsened as probability increased in the mid-low quartile, and then remained stable and poor in the 2 highest quartiles. An ordinary linear model sufficiently described neighborhood density. Here, word learning improved as density increased across all quartiles. Conclusion Given these different patterns, phonotactic probability and neighborhood density appear to influence different word learning processes. Specifically, phonotactic probability may affect recognition that a sound sequence is an acceptable word in the language and is a novel word for the child, whereas neighborhood density may influence creation of a new representation in long-term memory.

scholarly journals Syllable frequency effects on phonological short-term memory tasks

2002 ◽  
Vol 23 (4) ◽  
pp. 643-659 ◽  
Author(s):  
LISA M. NIMMO ◽  
STEVEN ROODENRYS
Keyword(s):  
Serial Recall ◽  
Short Term Memory ◽  
Nonword Repetition ◽  
Long Term Memory ◽  
Short Term ◽  
Recall Accuracy ◽  
Syllable Frequency ◽  
Term Memory ◽  
Frequency Effects

Recent evidence suggests that phonological short-term memory (STM) tasks are influenced by both lexical and sublexical factors inherent in the selection and construction of the stimuli to be recalled. This study examined whether long-term memory (LTM) influences STM at a sublexical level by investigating whether the frequency with which one-syllable nonwords occur in polysyllabic words influences recall accuracy on two phonological STM tasks, nonword repetition and serial recall. The results showed that recall accuracy increases when the stimuli to be recalled consist of one-syllable nonwords that occur often in polysyllabic English words. This result is consistent with the notion that LTM facilitates phonological STM at both a lexical and sublexical level. Implications for models of verbal STM are discussed.

scholarly journals Beyond global differences between monolingual and bilingual children on the nonword repetition task: retention skills for phonemes’ identity and serial order

2017 ◽  
Vol 21 (2) ◽  
pp. 403-418
Author(s):  
KIRSTEN SCHRAEYEN ◽  
WIM VAN DER ELST ◽  
ASTRID GEUDENS ◽  
POL GHESQUIÈRE ◽  
DOMINIEK SANDRA
Keyword(s):  
Short Term Memory ◽  
Serial Order ◽  
Third Graders ◽  
Nonword Repetition ◽  
Expressive Vocabulary ◽  
Phonological Knowledge ◽  
Vocabulary Skills ◽  
Repetition Task

This study compared NRT-performance in monolingual Dutch and bilingual Turkish–Dutch third-graders using a Dutch Nonword Repetition Task (NRT). Several novel response analyses at the phoneme level were applied to further understand the earlier reported overall accuracy differences in NRT-performance between bilinguals and monolinguals. Analyses in which the retention of phonemes and the retention of their serial order were disentangled revealed that monolinguals outperform bilinguals with respect to the retention of the phonemes themselves. However, both groups did not differ in their retention of the serial order of correctly recalled phonemes. Furthermore, this study confirms that expressive vocabulary skills do affect overall NRT-performance. The results are discussed in light of current short-term memory (STM) models and the role of long-term phonological knowledge in NRT tasks.

scholarly journals Consonant Age-of-Acquisition Effects in Nonword Repetition Are Not Articulatory in Nature

2017 ◽  
Vol 60 (11) ◽  
pp. 3198-3212 ◽  
Author(s):  
Michelle W. Moore ◽  
Julie A. Fiez ◽  
Connie A. Tompkins
Keyword(s):  
Lexical Access ◽  
Short Term Memory ◽  
Age Of Acquisition ◽  
Speech Development ◽  
Nonword Repetition ◽  
Long Term Memory ◽  
Short Term ◽  
Term Memory ◽  
Phonological Knowledge

Purpose Most research examining long-term-memory effects on nonword repetition (NWR) has focused on lexical-level variables. Phoneme-level variables have received little attention, although there are reasons to expect significant sublexical effects in NWR. To further understand the underlying processes of NWR, this study examined effects of sublexical long-term phonological knowledge by testing whether performance differs when the stimuli comprise consonants acquired later versus earlier in speech development. Method Thirty (Experiment 1) and 20 (Experiment 2) college students completed tasks that investigated whether an experimental phoneme-level variable (consonant age of acquisition) similarly affects NWR and lexical-access tasks designed to vary in articulatory, auditory-perceptual, and phonological short-term-memory demands. The lexical-access tasks were performed in silence or with concurrent articulation to explore whether consonant age-of-acquisition effects arise before or after articulatory planning. Results NWR accuracy decreased on items comprising later- versus earlier-acquired phonemes. Similar consonant age-of-acquisition effects were observed in accuracy measures of nonword reading and lexical decision performed in silence or with concurrent articulation. Conclusion Results indicate that NWR performance is sensitive to phoneme-level phonological knowledge in long-term memory. NWR, accordingly, should not be regarded as a diagnostic tool for pure impairment of phonological short-term memory. Supplemental Materials https://doi.org/10.23641/asha.5435137

Word and Nonword Repetition Within- and Across-Modality: An Event-Related Potential Study

1995 ◽  
Vol 7 (2) ◽  
pp. 209-227 ◽  
Author(s):  
Michael D. Rugg ◽  
Michael C. Doyle ◽  
Tony Wells
Keyword(s):  
Event Related Potentials ◽  
Event Related Potential ◽  
Nonword Repetition ◽  
Modality Effect ◽  
Repetition Effects ◽  
Lexical Status ◽  
Scalp Distribution ◽  
Behavioral Variables ◽  
Related Potentials ◽  
Animal Names

The effects on event-related potentials (ERPs) of within- and across-modality repetition of words and nonwords were investigated. In Experiment 1, subjects detected occasional animal names embedded in a series of words. AU items were equally likely to be presented auditorily or visually. Some words were repetitions, either within- or across-modality, of words presented six items previously. Visual-visual repetition evoked a sustained positive shift, which onset around 250 msec and comprised two topographically and temporally distinct components. Auditory-visual repetition modulated only the later of these two components. For auditory EMS, within- and across-modality repetition evoked effects with similar onset latencies. The within-modality effect was initially the larger, but only at posterior sites. In Experiment 2, critical items were auditory and visual nonwords, and target items were auditory words and visual pseudohomophones. Visual-visual nonword repetition effects onset around 450 msec, and demonstrated a more anterior scalp distribution than those evoked by auditory-visual repetition. Visual-auditory repetition evoked only a small, late-onsetting effect, whereas auditory-auditory repetition evoked an effect that, at parietal sites only, was almost equivalent to that from the analogous condition of Experiment 1. These findings indicate that, as indexed by ERF's, repetition effects both within- and across-modality are influenced by lexical status. Possible parallels with the effects of word and nonword repetition on behavioral variables are discussed.

Language Exposure in Bilingual Toddlers: Performance on Nonword Repetition and Lexical Tasks

2015 ◽  
Vol 24 (2) ◽  
pp. 126-138 ◽  
Author(s):  
Myrto Brandeker ◽  
Elin Thordardottir
Keyword(s):  
Vocabulary Knowledge ◽  
Nonword Repetition ◽  
Expressive Vocabulary ◽  
Short Term ◽  
Scoring Method ◽  
English Only ◽  
Complex Skill ◽  
Language Exposure ◽  
Underlying Mechanisms

Purpose The amount of language exposure is correlated with bilingual lexical development, but findings are mixed on how exposure relates to nonword repetition (NWR), a complex skill involving both short-term processing and long-term vocabulary knowledge. We extend previous work to a younger age group by investigating the role of exposure on NWR versus vocabulary, along with the effect of item construction and scoring. Method Sixty typically developing children (ages 2;5–3;6[years;months]) were assessed for NWR and receptive and expressive vocabulary. Participants ranged in amount of previous exposure to English and French from 0% to 100% and were tested in both languages if able to participate, even with very limited exposure (28 completed testing in both languages, 11 completed testing in English only, 21 completed testing in French only). Results Correlational analyses showed moderate to strong associations between the amount of exposure and vocabulary in that language, whereas the relationship of exposure with NWR was weak or nonsignificant, depending on scoring method. NWR correlated with vocabulary in English only. Performance on NWR was affected by nonword length but unaffected by wordlikeness. Conclusions NWR and vocabulary were differently related to language exposure. The underlying mechanisms of NWR at this age appeared mainly reliant on short-term processes, in contrast to long-term vocabulary knowledge.

Commentary on Keynote

2006 ◽  
Vol 27 (4) ◽  
pp. 573-577 ◽  
Author(s):  
James Montgomery ◽  
Julia Evans
Keyword(s):  
Language Impairment ◽  
Specific Language Impairment ◽  
Storage Capacity ◽  
Nonword Repetition ◽  
Short Term ◽  
Lexical Knowledge ◽  
Learning Abilities ◽  
Learning Mechanism ◽  
Lexical Learning ◽  
Term Storage

In her Keynote, Gathercole (2006) provides a comprehensive review regarding the nature of the nonword repetition (NWR) task and a compelling argument for the utility of the task as a robust index of children's phonological short-term storage capacity. She further argues that temporary phonological storage acts as a primitive learning mechanism that plays an instrumental role in the lexical learning of young children, including children with specific language impairment (SLI). In this Commentary, we focus our remarks on two related themes concerning the relation of NWR and SLI: (a) performance on NWR tasks provides a window into these children's more general cognitive (dis)abilities and (b) the robustness of NWR as a predictor of these children's lexical knowledge and learning abilities.

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