Neighborhood Density and Syntactic Class Effects on Spoken Word Recognition: Specific Language Impairment and Typical Development

Autor/in	Hoover, Jill R.
Titel	Neighborhood Density and Syntactic Class Effects on Spoken Word Recognition: Specific Language Impairment and Typical Development
Quelle	In: Journal of Speech, Language, and Hearing Research, 61 (2018) 5, S.1226-1237 (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1092-4388
DOI	10.1044/2018_JSLHR-L-17-0099
Schlagwörter	Lexicology; Phonology; Word Recognition; Syntax; Children; Language Impairments; Phonemes; Vowels; Nouns; Verbs; Difficulty Level; Oral Language; Hypothesis Testing + Suchen Sie Ihr Suchwort? Lexikologie; Fonologie; Worterkennung; Child; Kind; Kinder; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Fonem; Schwierigkeitsgrad; Oral interpretation; Mündlicher Sprachgebrauch; Hypothesenprüfung; Hypothesentest
Abstract	Purpose: The purpose of the current study was to determine the effect of neighborhood density and syntactic class on word recognition in children with specific language impairment (SLI) and typical development (TD). Method: Fifteen children with SLI ("M" age = 6;5 [years;months]) and 15 with TD ("M" age = 6;4) completed a forward gating task that presented consonant-vowel-consonant dense and sparse (neighborhood density) nouns and verbs (syntactic class). Results: On all dependent variables, the SLI group performed like the TD group. Recognition performance was highest for dense words and nouns. The majority of 1st nontarget responses shared the 1st phoneme with the target (i.e., was in the target's cohort). When considering the ranking of word types from easiest to most difficult, children showed equivalent recognition performance for dense verbs and sparse nouns, which were both easier to recognize than sparse verbs but more difficult than dense nouns. Conclusion: The current study yields new insight into how children access lexical-phonological information and syntactic class during the process of spoken word recognition. Given the identical pattern of results for the SLI and TD groups, we hypothesize that accessing lexical-phonological information may be a strength for children with SLI. We also discuss implications for using the forward gating paradigm as a measure of word recognition. (As Provided).
Anmerkungen	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
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01