The Heterogeneity of Word Learning Biases in Late-Talking Children.
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| Title: | The Heterogeneity of Word Learning Biases in Late-Talking Children. |
|---|---|
| Authors: | Perry, Lynn K.1 lkperry@miami.edu, Kucker, Sarah C.2 |
| Source: | Journal of Speech, Language & Hearing Research. Mar2019, Vol. 62 Issue 3, p554-563. 10p. 1 Color Photograph, 2 Charts, 2 Graphs. |
| Subject Terms: | *Learning assessment, *Longitudinal method, *Speech disorders, *Vocabulary, *Children, Analysis of variance, Regression analysis, T-test (Statistics), Time, Logistic regression analysis, Judgment sampling, Case-control method, Statistical models |
| Abstract: | Purpose: The particular statistical approach researchers choose is intimately connected to the way they conceptualize their questions, which, in turn, can influence the conclusions they draw. One particularly salient area in which statistics influence our conclusions is in the context of atypical development. Traditional statistical approaches such as t tests or analysis of variance lend themselves to a focus on group differences, downplaying the heterogeneity that exists within so many atypically developing populations. Understanding such variability is important-classification of what a disorder is, an individual's diagnosis, and whether or not a child receives intervention all directly relate to an accurate classification of the disorder and individual's abilities compared to their typically developing peers. Method: Here, we use word learning biases (i.e., shape and material biases) in late-talking children as a sample case and employ a variety of statistical approaches to compare the conclusions those approaches might warrant. Results: We argue that advanced statistical approaches, such as mixed-effects regression, can help us make sense of heterogeneity and are more consistent with a modern dimensional view of language disorders. Conclusions: Accurate characterization of late-talking children (and others at risk for delays) and their prognoses is necessary for accurate diagnosis and implementation of appropriate target interventions. It therefore requires rigorous statistical analyses that can capture and allow for interpretation of the heterogeneity inherent in populations with language delays and disorders. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of Speech, Language & Hearing Research is the property of American Speech-Language-Hearing Association and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 135541781 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: The Heterogeneity of Word Learning Biases in Late-Talking Children. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Perry%2C+Lynn+K%2E%22">Perry, Lynn K.</searchLink><relatesTo>1</relatesTo><i> lkperry@miami.edu</i><br /><searchLink fieldCode="AR" term="%22Kucker%2C+Sarah+C%2E%22">Kucker, Sarah C.</searchLink><relatesTo>2</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Journal+of+Speech%2C+Language+%26+Hearing+Research%22">Journal of Speech, Language & Hearing Research</searchLink>. Mar2019, Vol. 62 Issue 3, p554-563. 10p. 1 Color Photograph, 2 Charts, 2 Graphs. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Learning+assessment%22">Learning assessment</searchLink><br />*<searchLink fieldCode="DE" term="%22Longitudinal+method%22">Longitudinal method</searchLink><br />*<searchLink fieldCode="DE" term="%22Speech+disorders%22">Speech disorders</searchLink><br />*<searchLink fieldCode="DE" term="%22Vocabulary%22">Vocabulary</searchLink><br />*<searchLink fieldCode="DE" term="%22Children%22">Children</searchLink><br /><searchLink fieldCode="DE" term="%22Analysis+of+variance%22">Analysis of variance</searchLink><br /><searchLink fieldCode="DE" term="%22Regression+analysis%22">Regression analysis</searchLink><br /><searchLink fieldCode="DE" term="%22T-test+%28Statistics%29%22">T-test (Statistics)</searchLink><br /><searchLink fieldCode="DE" term="%22Time%22">Time</searchLink><br /><searchLink fieldCode="DE" term="%22Logistic+regression+analysis%22">Logistic regression analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Judgment+sampling%22">Judgment sampling</searchLink><br /><searchLink fieldCode="DE" term="%22Case-control+method%22">Case-control method</searchLink><br /><searchLink fieldCode="DE" term="%22Statistical+models%22">Statistical models</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Purpose: The particular statistical approach researchers choose is intimately connected to the way they conceptualize their questions, which, in turn, can influence the conclusions they draw. One particularly salient area in which statistics influence our conclusions is in the context of atypical development. Traditional statistical approaches such as t tests or analysis of variance lend themselves to a focus on group differences, downplaying the heterogeneity that exists within so many atypically developing populations. Understanding such variability is important-classification of what a disorder is, an individual's diagnosis, and whether or not a child receives intervention all directly relate to an accurate classification of the disorder and individual's abilities compared to their typically developing peers. Method: Here, we use word learning biases (i.e., shape and material biases) in late-talking children as a sample case and employ a variety of statistical approaches to compare the conclusions those approaches might warrant. Results: We argue that advanced statistical approaches, such as mixed-effects regression, can help us make sense of heterogeneity and are more consistent with a modern dimensional view of language disorders. Conclusions: Accurate characterization of late-talking children (and others at risk for delays) and their prognoses is necessary for accurate diagnosis and implementation of appropriate target interventions. It therefore requires rigorous statistical analyses that can capture and allow for interpretation of the heterogeneity inherent in populations with language delays and disorders. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Journal of Speech, Language & Hearing Research is the property of American Speech-Language-Hearing Association and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1044/2019_JSLHR-L-ASTM-18-0234 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 10 StartPage: 554 Subjects: – SubjectFull: Learning assessment Type: general – SubjectFull: Longitudinal method Type: general – SubjectFull: Speech disorders Type: general – SubjectFull: Vocabulary Type: general – SubjectFull: Children Type: general – SubjectFull: Analysis of variance Type: general – SubjectFull: Regression analysis Type: general – SubjectFull: T-test (Statistics) Type: general – SubjectFull: Time Type: general – SubjectFull: Logistic regression analysis Type: general – SubjectFull: Judgment sampling Type: general – SubjectFull: Case-control method Type: general – SubjectFull: Statistical models Type: general Titles: – TitleFull: The Heterogeneity of Word Learning Biases in Late-Talking Children. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Perry, Lynn K. – PersonEntity: Name: NameFull: Kucker, Sarah C. IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 03 Text: Mar2019 Type: published Y: 2019 Identifiers: – Type: issn-print Value: 10924388 Numbering: – Type: volume Value: 62 – Type: issue Value: 3 Titles: – TitleFull: Journal of Speech, Language & Hearing Research Type: main |
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