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Exemplar variability facilitates word learning by children with specific language impairment.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Exemplar variability facilitates word learning by children with specific language impairment./
Author:	Aguilar, Jessica M.
Description:	1 online resource (58 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 78-08(E), Section: B.
Contained By:	Dissertation Abstracts International78-08B(E).
Subject:	Speech therapy. -
Online resource:	click for full text (PQDT)
ISBN:	9781369673531

Exemplar variability facilitates word learning by children with specific language impairment.
Aguilar, Jessica M.

Exemplar variability facilitates word learning by children with specific language impairment. - 1 online resource (58 pages)

Source: Dissertation Abstracts International, Volume: 78-08(E), Section: B.

Thesis (Ph.D.)--The University of Arizona, 2017.

Includes bibliographical references

Research suggests that variability in the input plays an important role in learning language. The current study examined the role of object variability for word learning by preschoolers with specific language impairment (SLI). Seventeen 4- and 5-year-old children with SLI were taught eight new words in three short activities during the first three weeks of a six-week program. Half of the children saw three identical objects (No Variability group) corresponding to each target word during training, and the other half of the children saw three variable objects (High Variability group) corresponding to each target word during training. Children completed identification tests for objects seen during training and new within-category objects that were never seen to test generalization. Tests were administered the day after each training activity and three weeks after the last training session. There were no group differences on trained or generalization items immediately following training sessions. However, children in the High Variability group demonstrated significantly better learning, as measured by performance on generalization items, at retention testing three weeks after experimental training. These findings demonstrate that object variability facilitates retention of word learning by children with SLI.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9781369673531Subjects--Topical Terms:

715798
Speech therapy.
Index Terms--Genre/Form:

554714
Electronic books.

Exemplar variability facilitates word learning by children with specific language impairment.
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100 1 $a Aguilar, Jessica M. $3 1191773
245 1 0 $a Exemplar variability facilitates word learning by children with specific language impairment.
264 0 $c 2017
300 $a 1 online resource (58 pages)
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500 $a Source: Dissertation Abstracts International, Volume: 78-08(E), Section: B.
500 $a Adviser: Elena Plante.
502 $a Thesis (Ph.D.)--The University of Arizona, 2017.
504 $a Includes bibliographical references
520 $a Research suggests that variability in the input plays an important role in learning language. The current study examined the role of object variability for word learning by preschoolers with specific language impairment (SLI). Seventeen 4- and 5-year-old children with SLI were taught eight new words in three short activities during the first three weeks of a six-week program. Half of the children saw three identical objects (No Variability group) corresponding to each target word during training, and the other half of the children saw three variable objects (High Variability group) corresponding to each target word during training. Children completed identification tests for objects seen during training and new within-category objects that were never seen to test generalization. Tests were administered the day after each training activity and three weeks after the last training session. There were no group differences on trained or generalization items immediately following training sessions. However, children in the High Variability group demonstrated significantly better learning, as measured by performance on generalization items, at retention testing three weeks after experimental training. These findings demonstrate that object variability facilitates retention of word learning by children with SLI.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
650 4 $a Speech therapy. $3 715798
650 4 $a Evolution & development. $3 1178838
655 7 $a Electronic books. $2 local $3 554714
690 $a 0460
690 $a 0412
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a The University of Arizona. $b Speech, Language, and Hearing Sciences. $3 1181259
773 0 $t Dissertation Abstracts International $g 78-08B(E).
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