scholarly journals Neighborhood Density and Syntactic Class Effects on Spoken Word Recognition: Specific Language Impairment and Typical Development

2018 ◽  
Vol 61 (5) ◽  
pp. 1226-1237
Author(s):  
Jill R. Hoover
Keyword(s):  
Word Recognition ◽  
Language Impairment ◽  
Specific Language Impairment ◽  
Spoken Word Recognition ◽  
Spoken Word ◽  
Neighborhood Density ◽  
Typical Development ◽  
Specific Language

Auditory perception and word recognition in Cantonese-Chinese speaking children with and without Specific Language Impairment

2015 ◽  
Vol 44 (1) ◽  
pp. 1-35
Author(s):  
JOANNA C. KIDD ◽  
KATHY K. SHUM ◽  
ANITA M.-Y. WONG ◽  
CONNIE S.-H. HO ◽  
TERRY K. AU
Keyword(s):  
Word Recognition ◽  
Language Impairment ◽  
Phonological Processing ◽  
Oral Language ◽  
Specific Language Impairment ◽  
Auditory Perception ◽  
Spoken Word Recognition ◽  
Spoken Word ◽  
Neighborhood Density ◽  
Specific Language

AbstractAuditory processing and spoken word recognition difficulties have been observed in Specific Language Impairment (SLI), raising the possibility that auditory perceptual deficits disrupt word recognition and, in turn, phonological processing and oral language. In this study, fifty-seven kindergarten children with SLI and fifty-three language-typical age-matched controls were assessed with a speech-gating task to measure spoken word recognition, psychophysical tasks to measure auditory Frequency Modulation (FM) detection and Frequency Discrimination (FD), and standardized psychometric tests of phonological processing and oral language. As a group, children with SLI took significantly longer than language-typical controls to recognize words with high neighborhood density, perhaps reflecting subpar phonological representations. FM, but not FD, was significantly worse in SLI. However, while both poorer speech-gating performance and poorer auditory thresholds (FM) were evident in SLI, spoken word recognition did not mediate any relation between auditory perception and either phonological processing or oral language.

scholarly journals Spoken word recognition in adolescents with autism spectrum disorders and specific language impairment

2011 ◽  
Vol 34 (2) ◽  
pp. 301-322 ◽  
Author(s):  
TOM LOUCAS ◽  
NICK RICHES ◽  
GILLIAN BAIRD ◽  
ANDREW PICKLES ◽  
EMILY SIMONOFF ◽  
...  
Keyword(s):  
Autism Spectrum Disorders ◽  
Word Recognition ◽  
Language Impairment ◽  
Specific Language Impairment ◽  
Spoken Word Recognition ◽  
Autism Spectrum ◽  
Spoken Word ◽  
Specific Language ◽  
Adolescents With Autism ◽  
Spectrum Disorders

ABSTRACTSpoken word recognition, during gating, appears intact in specific language impairment (SLI). This study used gating to investigate the process in adolescents with autism spectrum disorders plus language impairment (ALI). Adolescents with ALI, SLI, and typical language development (TLD), matched on nonverbal IQ listened to gated words that varied in frequency (low/high) and number of phonological onset neighbors (low/high density). Adolescents with ALI required more speech input to initially identify low-frequency words with low competitor density than those with SLI and those with TLD, who did not differ. These differences may be due to less well specified word form representations in ALI.

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.

Recognition of Gated Words by Children With Specific Language Impairment

1999 ◽  
Vol 42 (3) ◽  
pp. 735-743 ◽  
Author(s):  
James W. Montgomery
Keyword(s):  
Word Recognition ◽  
Confidence Rating ◽  
Language Impairment ◽  
Specific Language Impairment ◽  
Chronological Age ◽  
Specific Language ◽  
Auditory Word ◽  
Auditory Word Recognition ◽  
Lexical Mapping

In this study we examined the lexical mapping stage of auditory word recognition in children with specific language impairment (SLI). Twenty-one children with SLI, 21 children matched for chronological age (CM), and 21 vocabulary-matched (VM) children participated in a forward gating task in which they listened to successive temporal chunks of familiar monosyllabic nouns. After each gate, children guessed the identity of the word and provided a confidence rating of their word guess. Results revealed that the children with SLI performed comparably to the CM and VM children on all seven dependent measures related to lexical mapping. The findings were interpreted to suggest that children with SLI and their normally developing peers demonstrate a comparable lexical mapping phase (i.e., acoustic-phonetic analysis) of auditory word recognition.

scholarly journals ERPs reveal the temporal dynamics of auditory word recognition in specific language impairment

2013 ◽  
Vol 5 ◽  
pp. 134-148 ◽  
Author(s):  
Jeffrey G. Malins ◽  
Amy S. Desroches ◽  
Erin K. Robertson ◽  
Randy Lynn Newman ◽  
Lisa M.D. Archibald ◽  
...  
Keyword(s):  
Word Recognition ◽  
Language Impairment ◽  
Specific Language Impairment ◽  
Temporal Dynamics ◽  
Specific Language ◽  
Auditory Word ◽  
Auditory Word Recognition

scholarly journals Effect of Phonotactic Probability and Neighborhood Density on Word-Learning Configuration by Preschoolers With Typical Development and Specific Language Impairment

2014 ◽  
Vol 57 (3) ◽  
pp. 1011-1025 ◽  
Author(s):  
Shelley Gray ◽  
Andrea Pittman ◽  
Juliet Weinhold
Keyword(s):  
Word Learning ◽  
Language Impairment ◽  
Specific Language Impairment ◽  
Neighborhood Density ◽  
Learning Context ◽  
Phonotactic Probability ◽  
Specific Language ◽  
Computer Based Learning ◽  
Word Forms ◽  
And Gender

Purpose In this study, the authors assessed the effects of phonotactic probability and neighborhood density on word-learning configuration by preschoolers with specific language impairment (SLI) and typical language development (TD). Method One hundred thirty-one children participated: 48 with SLI, 44 with TD matched on age and gender, and 39 with TD matched on vocabulary and gender. Referent identification and naming were assessed in a computer-based learning context. Results For referent identification, preschoolers with TD benefited from high phonotactic probability, and the younger group also benefited from low neighborhood density. In contrast, the SLI group benefited only from high neighborhood density. For naming, older preschoolers with TD benefited most from low-density words, younger preschoolers with TD benefited most from words with high phonotactic probability, and the SLI group showed no advantage. Conclusion Phonotactic probability and neighborhood density had different effects on each group that may be related to children's ability to store well-specified word forms and to the size of their extant lexicon. The authors argue that cross-study comparisons of word learning are needed; therefore, researchers should describe word, referent, and learner characteristics and the learning context and should situate their studies in a triggering → configuration + engagement model of word learning.

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