Subcategory Learning in Normal and Language Learning-Disabled Adults: How Much Information Do They Need?

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Bibliographic Details
Title:	Subcategory Learning in Normal and Language Learning-Disabled Adults: How Much Information Do They Need?
Authors:	Richardson, Jessica¹ jdrich@uga.edu, Harris, Laurel¹, Plante, Elena¹, Gerken, LouAnn¹
Source:	Journal of Speech, Language & Hearing Research. Dec2006, Vol. 49 Issue 6, p1257-1266. 10p.
Subject Terms:	Language disorders, Learning disabilities, *Language acquisition testing, Morphophonemics, Lexical phonology
Abstract:	Purpose: The purpose of this experiment was to determine if nonreferential morphophonological information was sufficient to facilitate the learning of gender subcategories (i.e., masculine vs. feminine) in individuals with normal language (NL) and those with a history of language-based learning disabilities (HLD). Method: Thirty-two adults listened for 18 min to a familiarization set of Russian words that included either 1 (single-marked) or 2 (double-marked) morphophonological markers indicating gender. Participants were then tested on their knowledge of both trained and untrained members of each gender subcategory. Results: Testing indicated that morphophonological information is sufficient for lexical subcategory learning in both NL and HLD groups, although the HLD group had lower overall accuracy. The HLD group benefited from double-marking relative to single-marking for subcategory learning. Conclusion: The results demonstrated that learning through implicit mechanisms occurred after a relatively brief exposure to the language stimuli. In addition, the weaker overall learning by the HLD group was facilitated when multiple cues to linguistic subcategory were available in the input group members received. [ABSTRACT FROM AUTHOR]
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Database:	Education Research Complete

Description
Abstract:	Purpose: The purpose of this experiment was to determine if nonreferential morphophonological information was sufficient to facilitate the learning of gender subcategories (i.e., masculine vs. feminine) in individuals with normal language (NL) and those with a history of language-based learning disabilities (HLD). Method: Thirty-two adults listened for 18 min to a familiarization set of Russian words that included either 1 (single-marked) or 2 (double-marked) morphophonological markers indicating gender. Participants were then tested on their knowledge of both trained and untrained members of each gender subcategory. Results: Testing indicated that morphophonological information is sufficient for lexical subcategory learning in both NL and HLD groups, although the HLD group had lower overall accuracy. The HLD group benefited from double-marking relative to single-marking for subcategory learning. Conclusion: The results demonstrated that learning through implicit mechanisms occurred after a relatively brief exposure to the language stimuli. In addition, the weaker overall learning by the HLD group was facilitated when multiple cues to linguistic subcategory were available in the input group members received. [ABSTRACT FROM AUTHOR]
ISSN:	10924388
DOI:	10.1044/1092-4388(2006/090)