Spoken Word Recognition in School-Age Children With SLI: Semantic, Phonological, and Repetition Priming

2010 ◽  
Vol 53 (6) ◽  
pp. 1616-1628 ◽  
Author(s):  
Melinda Velez ◽  
Richard G. Schwartz
Keyword(s):  
Word Recognition ◽  
Repetition Priming ◽  
Spoken Word Recognition ◽  
Spoken Word ◽  
School Age Children ◽  
School Age

scholarly journals Talker familiarity and spoken word recognition in school-age children

2014 ◽  
Vol 42 (4) ◽  
pp. 843-872 ◽  
Author(s):  
SUSANNAH V. LEVI
Keyword(s):  
Language Processing ◽  
Spoken Word Recognition ◽  
Spoken Language ◽  
Spoken Word ◽  
School Age Children ◽  
School Age ◽  
Spoken Language Processing ◽  
English Bilingual ◽  
Lexical Items ◽  
Talker Familiarity

ABSTRACTResearch with adults has shown that spoken language processing is improved when listeners are familiar with talkers' voices, known as the familiar talker advantage. The current study explored whether this ability extends to school-age children, who are still acquiring language. Children were familiarized with the voices of three German–English bilingual talkers and were tested on the speech of six bilinguals, three of whom were familiar. Results revealed that children do show improved spoken language processing when they are familiar with the talkers, but this improvement was limited to highly familiar lexical items. This restriction of the familiar talker advantage is attributed to differences in the representation of highly familiar and less familiar lexical items. In addition, children did not exhibit accent-general learning; despite having been exposed to German-accented talkers during training, there was no improvement for novel German-accented talkers.

Spoken word recognition in children with and without specific language impairment

1998 ◽  
Vol 19 (2) ◽  
pp. 193-207 ◽  
Author(s):  
Chris Dollaghan
Keyword(s):  
Lexical Access ◽  
Language Impairment ◽  
Specific Language Impairment ◽  
Spoken Word Recognition ◽  
Language Impairments ◽  
Spoken Word ◽  
School Age Children ◽  
School Age ◽  
Specific Language ◽  
Specific Language Impairments

AbstractDeficits in lexical access in children with specific language impairments (SLI) have been inferred from word naming, recall, and categorization tasks, but no evidence exists concerning these children's ability to identify words in spoken input. We presented successive auditory time gatings of unfamiliar words; familiar, phonologically related words; and familiar, phonologically unrelated words to school-age children with and without SLI. The groups did not differ significantly in the point at which they recognized familiar words, but the subjects with SLI required significantly more of the acoustic-phonetic signal than did their peers to recognize unfamiliar words. For all word types, the subjects with SLI were significantly less likely to respond with correct initial consonants at the earliest gated interval than were their peers. Our results suggest that both representational and perceptual inefficiencies may contribute to slowed lexical access in children with SLI.

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