Fast mapping of verbs by children with specific language impairment

2002 ◽  
Vol 16 (1) ◽  
pp. 59-77 ◽  
Author(s):  
Julia A. Eyer ◽  
Laurence B. Leonard ◽  
Lisa M. Bedore ◽  
Karla K. McGregor ◽  
Bertha Anderson ◽  
...  
Keyword(s):  
Language Impairment ◽  
Specific Language Impairment ◽  
Fast Mapping ◽  
Specific Language

Semantic Features in Fast-Mapping

2004 ◽  
Vol 47 (2) ◽  
pp. 407-420 ◽  
Author(s):  
Mary Alt ◽  
Elena Plante ◽  
Marlena Creusere
Keyword(s):  
Language Impairment ◽  
Specific Language Impairment ◽  
Language Skills ◽  
Recognition Task ◽  
Receptive Language ◽  
Receptive Vocabulary ◽  
Semantic Features ◽  
Fast Mapping ◽  
Specific Language ◽  
Novel Objects

This study examined the receptive language skills of young children (4–6 years old) with specific language impairment (SLI). Specifically, the authors looked at their ability to fast-map semantic features of objects and actions and compared it to the performance of age-matched peers with normally developing language (NL). Children completed a computer task during which they were exposed to novel objects and actions with novel names. The children then were asked questions about the semantic features of these novel objects and actions. Overall, the questions about actions were more difficult for children than objects. The children with SLI were able to recognize fewer semantic features than were their peers with NL. They also performed poorly relative to their peers on a lexical label recognition task. These results lend support to the idea that children with SLI have broader difficulties with receptive vocabulary than simply a reduced ability to acquire labels.

Word-Learning by Preschoolers With Specific Language Impairment

2003 ◽  
Vol 46 (1) ◽  
pp. 56-67 ◽  
Author(s):  
Shelley Gray
Keyword(s):  
Word Learning ◽  
Language Impairment ◽  
Specific Language Impairment ◽  
Group Performance ◽  
Learning Performance ◽  
Fast Mapping ◽  
Specific Language ◽  
New Words ◽  
Normal Language ◽  
The Relationship

Thirty preschool children with specific language impairment (SLI) and 30 agematched controls with normal language (NL) participated in a study to compare group performance and to examine the relationship between fast mapping and word learning and between comprehension and production of new words. The groups performed similarly on the fast-mapping task. The NL group comprehended and produced significantly more words than the SLI group, and did so in fewer trials. Language test scores did not predict word-learning performance for either group. Some children with SLI may need to hear a new word twice as many times as their NL peers before comprehending it and may need twice as many opportunities to practice producing the word before using it independently.

Eliciting Verbs From Children With Specific Language Impairment

1996 ◽  
Vol 5 (4) ◽  
pp. 17-30 ◽  
Author(s):  
Diane Frome Loeb ◽  
Clifton Pye ◽  
Sean Redmond ◽  
Lori Zobel Richardson
Keyword(s):  
Young Children ◽  
Language Impairment ◽  
Specific Language Impairment ◽  
Syntactic Complexity ◽  
Specific Language ◽  
Lexical Skills

The focus of assessment and intervention is often aimed at increasing the lexical skills of young children with language impairment. Frequently, the use of nouns is the center of the lexical assessment. As a result, the production of verbs is not fully evaluated or integrated into treatment in a way that accounts for their semantic and syntactic complexity. This paper presents a probe for eliciting verbs from children, describes its effectiveness, and discusses the utility of and problems associated with developing such a probe.

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