“Did I Say Cherry?” Error Patterns on a Blocked Cyclic Naming Task for Bilingual Children With and Without Developmental Language Disorder.
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| Title: | “Did I Say Cherry?” Error Patterns on a Blocked Cyclic Naming Task for Bilingual Children With and Without Developmental Language Disorder. |
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| Authors: | McMillen, Stephanie1 stephanie.m.mcmillen@gmail.com, Griffin, Zenzi M.2, Peña, Elizabeth D.3, Bedore, Lisa M.4, Oppenheime, Gary M.5,6 |
| Source: | Journal of Speech, Language & Hearing Research. Apr2020, Vol. 63 Issue 4, p1148-1164. 17p. 1 Diagram, 6 Charts, 3 Graphs. |
| Subject Terms: | *Bilingual students, *Developmental disabilities, *English as a foreign language, *Language acquisition, *Speech evaluation, Linguistic errors, Language disorders in children, Task performance |
| Abstract: | Purpose: Using a blocked cyclic picture-naming task, we compared accuracy and error patterns across languages for Spanish–English bilingual children with and without developmental language disorder (DLD). Method: Pictured stimuli were manipulated for semantic similarity across two (Same and Mixed) category contexts. Children’s productions were scored off-line for accuracy, error frequency, and error type. Results: Typically developing children were more accurate and produced fewer errors than their peers with DLD; however, this was moderated by task language and semantic context. Children were generally more accurate when naming pictures in English compared to Spanish and in the Mixed-category context compared to the Same-category context. Analyses of error types further showed that children with less English language exposure specifically produced more nonresponses in English than in Spanish. Children with DLD produced more of each error type than their typically developing peers, particularly in Spanish. Conclusions: Regardless of language ability, bilingual children demonstrated greater difficulty with lexical retrieval for pictured items in the semantically related context than in the unrelated context. However, bilingual children with DLD produced more errors of all types than is typical for children developing more than one language. Their greater error rates are not secondary to limited second language exposure but instead reflect deficits inherent to the nature of language impairment. Results from this study are discussed using a framework of semantic constraint, where we propose that because bilingual children with DLD have impoverished semantic networks, and this knowledge insufficiently constrains activation for lexical selection, thereby increasing error production. [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: 142935593 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: “Did I Say Cherry?” Error Patterns on a Blocked Cyclic Naming Task for Bilingual Children With and Without Developmental Language Disorder. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22McMillen%2C+Stephanie%22">McMillen, Stephanie</searchLink><relatesTo>1</relatesTo><i> stephanie.m.mcmillen@gmail.com</i><br /><searchLink fieldCode="AR" term="%22Griffin%2C+Zenzi+M%2E%22">Griffin, Zenzi M.</searchLink><relatesTo>2</relatesTo><br /><searchLink fieldCode="AR" term="%22Peña%2C+Elizabeth+D%2E%22">Peña, Elizabeth D.</searchLink><relatesTo>3</relatesTo><br /><searchLink fieldCode="AR" term="%22Bedore%2C+Lisa+M%2E%22">Bedore, Lisa M.</searchLink><relatesTo>4</relatesTo><br /><searchLink fieldCode="AR" term="%22Oppenheime%2C+Gary+M%2E%22">Oppenheime, Gary M.</searchLink><relatesTo>5,6</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>. Apr2020, Vol. 63 Issue 4, p1148-1164. 17p. 1 Diagram, 6 Charts, 3 Graphs. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Bilingual+students%22">Bilingual students</searchLink><br />*<searchLink fieldCode="DE" term="%22Developmental+disabilities%22">Developmental disabilities</searchLink><br />*<searchLink fieldCode="DE" term="%22English+as+a+foreign+language%22">English as a foreign language</searchLink><br />*<searchLink fieldCode="DE" term="%22Language+acquisition%22">Language acquisition</searchLink><br />*<searchLink fieldCode="DE" term="%22Speech+evaluation%22">Speech evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Linguistic+errors%22">Linguistic errors</searchLink><br /><searchLink fieldCode="DE" term="%22Language+disorders+in+children%22">Language disorders in children</searchLink><br /><searchLink fieldCode="DE" term="%22Task+performance%22">Task performance</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Purpose: Using a blocked cyclic picture-naming task, we compared accuracy and error patterns across languages for Spanish–English bilingual children with and without developmental language disorder (DLD). Method: Pictured stimuli were manipulated for semantic similarity across two (Same and Mixed) category contexts. Children’s productions were scored off-line for accuracy, error frequency, and error type. Results: Typically developing children were more accurate and produced fewer errors than their peers with DLD; however, this was moderated by task language and semantic context. Children were generally more accurate when naming pictures in English compared to Spanish and in the Mixed-category context compared to the Same-category context. Analyses of error types further showed that children with less English language exposure specifically produced more nonresponses in English than in Spanish. Children with DLD produced more of each error type than their typically developing peers, particularly in Spanish. Conclusions: Regardless of language ability, bilingual children demonstrated greater difficulty with lexical retrieval for pictured items in the semantically related context than in the unrelated context. However, bilingual children with DLD produced more errors of all types than is typical for children developing more than one language. Their greater error rates are not secondary to limited second language exposure but instead reflect deficits inherent to the nature of language impairment. Results from this study are discussed using a framework of semantic constraint, where we propose that because bilingual children with DLD have impoverished semantic networks, and this knowledge insufficiently constrains activation for lexical selection, thereby increasing error production. [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-19-00041 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 17 StartPage: 1148 Subjects: – SubjectFull: Bilingual students Type: general – SubjectFull: Developmental disabilities Type: general – SubjectFull: English as a foreign language Type: general – SubjectFull: Language acquisition Type: general – SubjectFull: Speech evaluation Type: general – SubjectFull: Linguistic errors Type: general – SubjectFull: Language disorders in children Type: general – SubjectFull: Task performance Type: general Titles: – TitleFull: “Did I Say Cherry?” Error Patterns on a Blocked Cyclic Naming Task for Bilingual Children With and Without Developmental Language Disorder. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: McMillen, Stephanie – PersonEntity: Name: NameFull: Griffin, Zenzi M. – PersonEntity: Name: NameFull: Peña, Elizabeth D. – PersonEntity: Name: NameFull: Bedore, Lisa M. – PersonEntity: Name: NameFull: Oppenheime, Gary M. IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 04 Text: Apr2020 Type: published Y: 2020 Identifiers: – Type: issn-print Value: 10924388 Numbering: – Type: volume Value: 63 – Type: issue Value: 4 Titles: – TitleFull: Journal of Speech, Language & Hearing Research Type: main |
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