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Deficits in Explicit Language Problem Solving Rather than in Implicit Learning in Specific Language Impairment: Evidence from Learning an Artificial Morphological Rule

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Title: Deficits in Explicit Language Problem Solving Rather than in Implicit Learning in Specific Language Impairment: Evidence from Learning an Artificial Morphological Rule
Language: English
Authors: Ferman, Sara, Kishon-Rabin, Liat, Ganot-Budaga, Hila, Karni, Avi
Source: Journal of Speech, Language, and Hearing Research. Oct 2019 62(10):3790-3807.
Availability: American Speech-Language-Hearing Association. 2200 Research Blvd #250, Rockville, MD 20850. Tel: 301-296-5700; Fax: 301-296-8580; e-mail: slhr@asha.org; Web site: http://jslhr.pubs.asha.org
Peer Reviewed: Y
Page Count: 18
Publication Date: 2019
Document Type: Journal Articles
Reports - Research
Descriptors: Children, Language Impairments, Morphology (Languages), Phonological Awareness, Verbs, Semantics, Nouns, Instructional Effectiveness, Teaching Methods, Problem Solving, Memory, Developmental Delays
DOI: 10.1044/2019_JSLHR-L-17-0140
ISSN: 1092-4388
Abstract: Purpose: The purpose of this study was to delineate differences between children with specific language impairment (SLI), typical age-matched (TAM) children, and typical younger (TY) children in learning and mastering an undisclosed artificial morphological rule (AMR) through exposure and usage. Method: Twenty-six participants (eight 10-year-old children with SLI, 8 TAM children, and ten 8-year-old TY children) were trained to master an AMR across multiple training sessions. The AMR required a phonological transformation of verbs depending on a semantic distinction: whether the preceding noun was animate or inanimate. All participants practiced the application of the AMR to repeated and new (generalization) items, via judgment and production tasks. Results: The children with SLI derived significantly less benefit from practice than their peers in learning most aspects of the AMR, even exhibiting smaller gains compared to the TY group in some aspects. Children with SLI benefited less than TAM and even TY children from training to judge and produce repeated items of the AMR. Nevertheless, despite a significant disadvantage in baseline performance, the rate at which they mastered the task-specific phonological regularities was as robust as that of their peers. On the other hand, like 8-year-olds, only half of the SLI group succeeded in uncovering the nature of the AMR and, consequently, in generalizing it to new items. Conclusions: Children with SLI were able to learn language aspects that rely on implicit, procedural learning, but experienced difficulties in learning aspects that relied on the explicit uncovering of the semantic principle of the AMR. The results suggest that some of the difficulties experienced by children with SLI when learning a complex language regularity cannot be accounted for by a broad, language-related, procedural memory disability. Rather, a deficit--perhaps a developmental delay in the ability to recruit and solve language problems and establish explicit knowledge regarding a language task--can better explain their difficulties in language learning
Abstractor: As Provided
Entry Date: 2019
Accession Number: EJ1234140
Database: ERIC
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  Data: Deficits in Explicit Language Problem Solving Rather than in Implicit Learning in Specific Language Impairment: Evidence from Learning an Artificial Morphological Rule
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  Data: <searchLink fieldCode="AR" term="%22Ferman%2C+Sara%22">Ferman, Sara</searchLink><br /><searchLink fieldCode="AR" term="%22Kishon-Rabin%2C+Liat%22">Kishon-Rabin, Liat</searchLink><br /><searchLink fieldCode="AR" term="%22Ganot-Budaga%2C+Hila%22">Ganot-Budaga, Hila</searchLink><br /><searchLink fieldCode="AR" term="%22Karni%2C+Avi%22">Karni, Avi</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Speech%2C+Language%2C+and+Hearing+Research%22"><i>Journal of Speech, Language, and Hearing Research</i></searchLink>. Oct 2019 62(10):3790-3807.
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  Data: American Speech-Language-Hearing Association. 2200 Research Blvd #250, Rockville, MD 20850. Tel: 301-296-5700; Fax: 301-296-8580; e-mail: slhr@asha.org; Web site: http://jslhr.pubs.asha.org
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  Data: <searchLink fieldCode="DE" term="%22Children%22">Children</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Impairments%22">Language Impairments</searchLink><br /><searchLink fieldCode="DE" term="%22Morphology+%28Languages%29%22">Morphology (Languages)</searchLink><br /><searchLink fieldCode="DE" term="%22Phonological+Awareness%22">Phonological Awareness</searchLink><br /><searchLink fieldCode="DE" term="%22Verbs%22">Verbs</searchLink><br /><searchLink fieldCode="DE" term="%22Semantics%22">Semantics</searchLink><br /><searchLink fieldCode="DE" term="%22Nouns%22">Nouns</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Effectiveness%22">Instructional Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Problem+Solving%22">Problem Solving</searchLink><br /><searchLink fieldCode="DE" term="%22Memory%22">Memory</searchLink><br /><searchLink fieldCode="DE" term="%22Developmental+Delays%22">Developmental Delays</searchLink>
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  Data: 10.1044/2019_JSLHR-L-17-0140
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  Data: 1092-4388
– Name: Abstract
  Label: Abstract
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  Data: Purpose: The purpose of this study was to delineate differences between children with specific language impairment (SLI), typical age-matched (TAM) children, and typical younger (TY) children in learning and mastering an undisclosed artificial morphological rule (AMR) through exposure and usage. Method: Twenty-six participants (eight 10-year-old children with SLI, 8 TAM children, and ten 8-year-old TY children) were trained to master an AMR across multiple training sessions. The AMR required a phonological transformation of verbs depending on a semantic distinction: whether the preceding noun was animate or inanimate. All participants practiced the application of the AMR to repeated and new (generalization) items, via judgment and production tasks. Results: The children with SLI derived significantly less benefit from practice than their peers in learning most aspects of the AMR, even exhibiting smaller gains compared to the TY group in some aspects. Children with SLI benefited less than TAM and even TY children from training to judge and produce repeated items of the AMR. Nevertheless, despite a significant disadvantage in baseline performance, the rate at which they mastered the task-specific phonological regularities was as robust as that of their peers. On the other hand, like 8-year-olds, only half of the SLI group succeeded in uncovering the nature of the AMR and, consequently, in generalizing it to new items. Conclusions: Children with SLI were able to learn language aspects that rely on implicit, procedural learning, but experienced difficulties in learning aspects that relied on the explicit uncovering of the semantic principle of the AMR. The results suggest that some of the difficulties experienced by children with SLI when learning a complex language regularity cannot be accounted for by a broad, language-related, procedural memory disability. Rather, a deficit--perhaps a developmental delay in the ability to recruit and solve language problems and establish explicit knowledge regarding a language task--can better explain their difficulties in language learning
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        Value: 10.1044/2019_JSLHR-L-17-0140
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      – Text: English
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        PageCount: 18
        StartPage: 3790
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      – SubjectFull: Language Impairments
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      – SubjectFull: Morphology (Languages)
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      – SubjectFull: Teaching Methods
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      – SubjectFull: Memory
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      – SubjectFull: Developmental Delays
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      – TitleFull: Deficits in Explicit Language Problem Solving Rather than in Implicit Learning in Specific Language Impairment: Evidence from Learning an Artificial Morphological Rule
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