Multiple Mechanisms of Word Learning in Late-Talking Children: A Longitudinal Study.
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| Title: | Multiple Mechanisms of Word Learning in Late-Talking Children: A Longitudinal Study. |
|---|---|
| Authors: | Cheung, Rachael W.1,2 rachael.cheung@york.ac.uk, Hartley, Calum1, Monaghan, Padraic1 |
| Source: | Journal of Speech, Language & Hearing Research. Aug2022, Vol. 65 Issue 8, p2978-2995. 18p. |
| Subject Terms: | *Learning assessment, *Memory, *Language acquisition, *Comparative studies, *Vocabulary, *Language disorders, *Longitudinal method, Task performance, Neuropsychological tests, Research funding, Questionnaires, Descriptive statistics, Chi-squared test, Acoustic stimulation |
| Geographic Terms: | England |
| Abstract: | Purpose: The aim of this study was to identify variability in word-learning mechanisms used by late-talking children using a longitudinal study design, which may explain variability in late-talking children's outcomes. Method: A cohort of typically developing children (n = 40) and children who were classified as late-talking children at age 2;0 (years;months; = 10th percentile on expressive vocabulary, n = 21) were followed up at ages 3;0 and 3;6. We tested the cohort across tasks designed to isolate different mechanisms involved in word learning: encoding and producing spoken forms of words (using a nonword repetition task), identifying referents for words (using a fast mapping task), and learning associations between words and referents (using a cross-situational word-learning task). Results: Late-talking children had lower accuracy on nonword repetition than typically developing children, despite most of the sample reaching typical ranges for expressive vocabulary at age 3;6. There were no between-groups differences in fast mapping and retention accuracy; however, both were predicted by concurrent expressive vocabulary. Late-talking children performed less accurately than typically developing children on cross-situational word-learning retention trials, despite showing no between-groups differences during training trials. Combining performance across all three tasks predicted approximately 45% of the variance in vocabulary outcomes at the last time point. Conclusions: Late-talking children continue to have deficits in phonological representation that impact their word-learning ability and expressive language abilities but do not show difficulties in fast mapping novel words. Late-talking children may also struggle to retain associative information about word-referent mappings. Late-talking children thus use some, but not all, word-learning mechanisms differently than typically developing children. [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: 158620627 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Multiple Mechanisms of Word Learning in Late-Talking Children: A Longitudinal Study. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Cheung%2C+Rachael+W%2E%22">Cheung, Rachael W.</searchLink><relatesTo>1,2</relatesTo><i> rachael.cheung@york.ac.uk</i><br /><searchLink fieldCode="AR" term="%22Hartley%2C+Calum%22">Hartley, Calum</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Monaghan%2C+Padraic%22">Monaghan, Padraic</searchLink><relatesTo>1</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>. Aug2022, Vol. 65 Issue 8, p2978-2995. 18p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Learning+assessment%22">Learning assessment</searchLink><br />*<searchLink fieldCode="DE" term="%22Memory%22">Memory</searchLink><br />*<searchLink fieldCode="DE" term="%22Language+acquisition%22">Language acquisition</searchLink><br />*<searchLink fieldCode="DE" term="%22Comparative+studies%22">Comparative studies</searchLink><br />*<searchLink fieldCode="DE" term="%22Vocabulary%22">Vocabulary</searchLink><br />*<searchLink fieldCode="DE" term="%22Language+disorders%22">Language disorders</searchLink><br />*<searchLink fieldCode="DE" term="%22Longitudinal+method%22">Longitudinal method</searchLink><br /><searchLink fieldCode="DE" term="%22Task+performance%22">Task performance</searchLink><br /><searchLink fieldCode="DE" term="%22Neuropsychological+tests%22">Neuropsychological tests</searchLink><br /><searchLink fieldCode="DE" term="%22Research+funding%22">Research funding</searchLink><br /><searchLink fieldCode="DE" term="%22Questionnaires%22">Questionnaires</searchLink><br /><searchLink fieldCode="DE" term="%22Descriptive+statistics%22">Descriptive statistics</searchLink><br /><searchLink fieldCode="DE" term="%22Chi-squared+test%22">Chi-squared test</searchLink><br /><searchLink fieldCode="DE" term="%22Acoustic+stimulation%22">Acoustic stimulation</searchLink> – Name: SubjectGeographic Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22England%22">England</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Purpose: The aim of this study was to identify variability in word-learning mechanisms used by late-talking children using a longitudinal study design, which may explain variability in late-talking children's outcomes. Method: A cohort of typically developing children (n = 40) and children who were classified as late-talking children at age 2;0 (years;months; = 10th percentile on expressive vocabulary, n = 21) were followed up at ages 3;0 and 3;6. We tested the cohort across tasks designed to isolate different mechanisms involved in word learning: encoding and producing spoken forms of words (using a nonword repetition task), identifying referents for words (using a fast mapping task), and learning associations between words and referents (using a cross-situational word-learning task). Results: Late-talking children had lower accuracy on nonword repetition than typically developing children, despite most of the sample reaching typical ranges for expressive vocabulary at age 3;6. There were no between-groups differences in fast mapping and retention accuracy; however, both were predicted by concurrent expressive vocabulary. Late-talking children performed less accurately than typically developing children on cross-situational word-learning retention trials, despite showing no between-groups differences during training trials. Combining performance across all three tasks predicted approximately 45% of the variance in vocabulary outcomes at the last time point. Conclusions: Late-talking children continue to have deficits in phonological representation that impact their word-learning ability and expressive language abilities but do not show difficulties in fast mapping novel words. Late-talking children may also struggle to retain associative information about word-referent mappings. Late-talking children thus use some, but not all, word-learning mechanisms differently than typically developing children. [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: 10.1044/2022_JSLHR-21-00610 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 18 StartPage: 2978 Subjects: – SubjectFull: Learning assessment Type: general – SubjectFull: Memory Type: general – SubjectFull: Language acquisition Type: general – SubjectFull: Comparative studies Type: general – SubjectFull: Vocabulary Type: general – SubjectFull: Language disorders Type: general – SubjectFull: Longitudinal method Type: general – SubjectFull: Task performance Type: general – SubjectFull: Neuropsychological tests Type: general – SubjectFull: Research funding Type: general – SubjectFull: Questionnaires Type: general – SubjectFull: Descriptive statistics Type: general – SubjectFull: Chi-squared test Type: general – SubjectFull: Acoustic stimulation Type: general – SubjectFull: England Type: general Titles: – TitleFull: Multiple Mechanisms of Word Learning in Late-Talking Children: A Longitudinal Study. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Cheung, Rachael W. – PersonEntity: Name: NameFull: Hartley, Calum – PersonEntity: Name: NameFull: Monaghan, Padraic IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 08 Text: Aug2022 Type: published Y: 2022 Identifiers: – Type: issn-print Value: 10924388 Numbering: – Type: volume Value: 65 – Type: issue Value: 8 Titles: – TitleFull: Journal of Speech, Language & Hearing Research Type: main |
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