The Impact of Emphatic Stress on Novel Word Learning by Children With Specific Language Impairment
1998 ◽
Vol 41
(6)
◽
pp. 1444-1458
◽
Keyword(s):
This investigation examined the influence of emphatic stress on children's novel word learning. Forty school-age children participated in this study, including 20 children with specific language impairment (SLI) and 20 children with normal language (NL) development. Results indicated that there were no significant stress effects for comprehension or recognition of novel words (for which all children demonstrated relatively high levels of performance); however, children in both groups exhibited significantly better production of words that had been presented with emphatic stress than with neutral stress. These findings are discussed within a limited capacity framework of language processing.
1999 ◽
Vol 42
(5)
◽
pp. 1249-1260
◽
2015 ◽
Vol 22
(4)
◽
pp. 138-146
◽
2014 ◽
Vol 42
(1)
◽
pp. 180-195
◽
2006 ◽
Vol 41
(3)
◽
pp. 275-291
◽
2006 ◽
Vol 4
(2)
◽
pp. 95-107
◽
2004 ◽
Vol 47
(5)
◽
pp. 1117-1132
◽
2004 ◽
Vol 39
(3)
◽
pp. 401-422
◽
2003 ◽
Vol 46
(1)
◽
pp. 56-67
◽
2021 ◽
Vol 57
(1)
◽
2007 ◽
Vol 21
(11-12)
◽
pp. 953-960
◽
Keyword(s):