scholarly journals Utterance-final position and pitch marking aid word learning in school-age children

2017 ◽  
Vol 4 (8) ◽  
pp. 161035 ◽  
Author(s):  
Piera Filippi ◽  
Sabine Laaha ◽  
W. Tecumseh Fitch
Keyword(s):  
Target Word ◽  
Word Learning ◽  
Word Meaning ◽  
Third Graders ◽  
Learning Performance ◽  
School Age Children ◽  
School Age ◽  
Final Position ◽  
Semantic Categories ◽  
Final Alignment

We investigated the effects of word order and prosody on word learning in school-age children. Third graders viewed photographs belonging to one of three semantic categories while hearing four-word nonsense utterances containing a target word. In the control condition, all words had the same pitch and, across trials, the position of the target word was varied systematically within each utterance. The only cue to word–meaning mapping was the co-occurrence of target words and referents. This cue was present in all conditions. In the Utterance-final condition, the target word always occurred in utterance-final position, and at the same fundamental frequency as all the other words of the utterance. In the Pitch peak condition, the position of the target word was varied systematically within each utterance across trials, and produced with pitch contrasts typical of infant-directed speech (IDS). In the Pitch peak + Utterance-final condition, the target word always occurred in utterance-final position, and was marked with a pitch contrast typical of IDS. Word learning occurred in all conditions except the control condition. Moreover, learning performance was significantly higher than that observed with simple co-occurrence ( control condition) only for the Pitch peak + Utterance-final condition. We conclude that, for school-age children, the combination of words' utterance-final alignment and pitch enhancement boosts word learning.

Morphological Knowledge as an Aid to Word Learning: A Cross-Situational Word Learning Study

2021 ◽  
Author(s):  
Sara Finley
Keyword(s):  
Word Learning ◽  
Word Meaning ◽  
Learning Task ◽  
Artificial Language ◽  
Initial Training ◽  
Experimental Conditions ◽  
Morphological Knowledge ◽  
Semantic Categories ◽  
English Speaking ◽  
Morphological Cues

The present study explores morphological bootstrapping in cross-situational word learning. Adult, English-speaking participants were exposed to novel words from an artificial language from three different semantic categories: fruit, animals, and vehicles. In the Experimental conditions, the final CV syllable was consistent across categories (e.g., /-ke/ for fruits), while in the Control condition, the endings were the same, but were assigned to words randomly. After initial training on the morphology under various degrees of referential uncertainty, participants were given a cross-situational word learning task with high referential uncertainty. With poor statistical cues to learn the words across trials, participants were forced to rely on the morphological cues to word meaning. In Experiments 1-3, participants in the Experimental conditions repeatedly outperformed participants in the Control conditions. In Experiment 4, when referential uncertainty was high in both parts of the experiment, there was no evidence of learning or making use of the morphological cues. These results suggest that learners apply morphological cues to word meaning only once they are reliably available.

Word Learning During Reading: Effects of Language Ability in School-Age Children

2017 ◽  
Vol 39 (1) ◽  
pp. 270-280 ◽  
Author(s):  
Margaret S. Hill ◽  
Stacy A. Wagovich ◽  
Louis Manfra
Keyword(s):  
Word Learning ◽  
Language Ability ◽  
School Age Children ◽  
School Age

Quick Incidental Learning (QUIL) of Words by School-Age Children With and Without SLI

1995 ◽  
Vol 38 (2) ◽  
pp. 434-445 ◽  
Author(s):  
Janna B. Oetting ◽  
Mabel L. Rice ◽  
Linda K. Swank
Keyword(s):  
Word Learning ◽  
Language Impairment ◽  
Specific Language Impairment ◽  
Incidental Learning ◽  
General Pattern ◽  
Affective State ◽  
Learning Ability ◽  
School Age Children ◽  
School Age ◽  
Semantic Classes

This study examined Quick Incidental Learning (QUIL) of novel vocabulary by two groups of school-age children, those who were developing language normally and those who demonstrated a specific language impairment (SLI). The experimental items consisted of 20 words that referred to one of four semantic classes: object, attribute, action, and affective state. Videotaped stories were used to introduce the novel words, and word learning was measured by a picture-pointing task. For the normally developing children, the results documented a robust ability to learn words in the early school years. Comprehension gains were observed for all four word types, with the greatest gain made on the object labels. The children with SLI also demonstrated some word-learning ability, but their gain was significantly less than that of their normally developing peers. Although the general pattern of word effects was similar across the two groups, the children with SLI demonstrated a particularly low gain on words from the action class.

Word-Final Repetition in an Adult With Attention-Deficit/Hyperactivity Disorder: A Case Report

2019 ◽  
Vol 4 (4) ◽  
pp. 615-623
Author(s):  
David L. Evans ◽  
K. Leann Owens
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Attention Deficit ◽  
Stimulant Medication ◽  
School Age Children ◽  
School Age ◽  
Final Position ◽  
Linguistic Complexity ◽  
Hyperactivity Disorder ◽  
The Individual ◽  
Speaking Task

Purpose The purpose of this report was to describe the nature of word-final repetition (WFR) in an adult with normal intelligence and attention-deficit/hyperactivity disorder. Method A 25-year-old man completed speaking tasks that differed in linguistic complexity to examine the nature of his WFRs and the effect a stimulant medication had on his frequency of WFR. Results WFR occurred as a single iteration on sentences containing 2 or more clauses and occurred most often during monologue speaking tasks, on the final complete syllable of multisyllabic words, on content words, and on words in the utterance-final position. A minimal increase in WFR occurred when the participant completed a speaking task with a stimulant medication than the same speaking task without a stimulant medication. Conclusion Findings are similar to previous cases of WFR among school-age children, which have reported the majority of WFRs during propositional speaking tasks and a limited awareness of WFR. Linguistic, motor, coexisting conditions, and genetic explanations of WFR are considered relative to this case. Intervention of WFR should consider the individual needs of the client and the client's awareness of WFR.

scholarly journals Temporal and Reciprocal Relations Between ADHD symptoms and Emotional Problems in School-Age Children

2018 ◽  
Vol 24 (7) ◽  
pp. 1032-1044 ◽  
Author(s):  
Gloria T. Han ◽  
Yi-Lung Chen ◽  
Fang-Ju Tsai ◽  
Susan Shur-Fen Gau
Keyword(s):  
Emotional Problems ◽  
Eighth Graders ◽  
Parent Report ◽  
Third Graders ◽  
School Age Children ◽  
School Age ◽  
Adhd Symptoms ◽  
Strengths And Difficulties ◽  
Inattention And Hyperactivity

Objective: The study aimed to investigate the reciprocal and temporal relations between ADHD symptoms and emotional problems in school-age children. Method: This 1-year longitudinal study with a four-wave design included 1,253 children and adolescents (254 third graders, 281 fifth graders, and 718 eighth graders; 50.9% boys). ADHD symptoms and emotional problems were measured using parent report of the Swanson, Nolan, and Pelham, Version IV Scale and Strengths and Difficulties Questionnaire. Results: Cross-lagged panel analyses indicated that both inattention and hyperactivity/impulsivity symptoms were associated with emotional problems over the 1-year period. However, only inattention symptoms demonstrated a transactional relationship with emotional problems, such that inattention predicted future emotional problems, which in turn led to increases in inattention symptoms. Conclusion: Our findings highlight the transactional and dynamic interplay between inattention symptoms and emotional problems and support the mechanistic role of inattention symptoms in the development and persistence of emotional problems in school-age children.

Children with SLI exhibit delays resolving ambiguous reference

2014 ◽  
Vol 42 (1) ◽  
pp. 180-195 ◽  
Author(s):  
JULIE M. ESTIS ◽  
BRENDA L. BEVERLY
Keyword(s):  
Word Learning ◽  
Language Impairment ◽  
Specific Language Impairment ◽  
School Age Children ◽  
School Age ◽  
Typically Developing ◽  
Typically Developing Children ◽  
Distinct Word ◽  
Phonological Activation ◽  
The Impact

ABSTRACTFast mapping weaknesses in children with specific language impairment (SLI) may be explained by differences in disambiguation, mapping an unknown word to an unnamed object. The impact of language ability and linguistic stimulus on disambiguation was investigated. Sixteen children with SLI (8 preschool, 8 school-age) and sixteen typically developing age-matched children selected referents given familiar and unfamiliar object pairs in three ambiguous conditions: phonologically distinct word (PD), phonologically similar word (PS), no word (NW). Preschoolers with SLI did not disambiguate, unlike typically developing age-matched participants, who consistently selected unfamiliar objects given PD. School-age children with SLI disambiguated given PD. Delays in disambiguation for young children with SLI suggest limitations in processes that facilitate word learning for typically developing children. School-age children with SLI consistently selected familiar objects for PS, unlike typically developing children, suggesting differences in phonological activation for word learning.

Caffeine Effects on Learning, Performance, and Anxiety in Normal School-Age Children

1994 ◽  
Vol 33 (3) ◽  
pp. 407-415 ◽  
Author(s):  
GAIL A. BERNSTEIN ◽  
MARILYN E. CARROLL ◽  
ROSS D. CROSBY ◽  
AMY R. PERWIEN ◽  
FRANCES S. GO ◽  
...  
Keyword(s):  
Learning Performance ◽  
School Age Children ◽  
School Age ◽  
Normal School
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