Dense Neighborhoods and Mechanisms of Learning: Evidence from Children with Phonological Delay

Autor/inn/en	Gierut, Judith A.; Morrisette, Michele L.
Titel	Dense Neighborhoods and Mechanisms of Learning: Evidence from Children with Phonological Delay
Quelle	In: Journal of Child Language, 42 (2015) 5, S.1036-1072 (37 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-0009
DOI	10.1017/S0305000914000701
Schlagwörter	Phonology; Language Acquisition; Linguistic Theory; Short Term Memory; Generalization; Delayed Speech; Priming; Child Language; Vocabulary Development; Teaching Methods; Auditory Stimuli; Auditory Perception; Learning Processes + Suchen Sie Ihr Suchwort? Fonologie; Sprachaneignung; Spracherwerb; Linguistische Theorie; Kurzzeitgedächtnis; Sprachverzögerung; 'Children''s language'; Kindersprache; Wortschatzarbeit; Teaching method; Lehrmethode; Unterrichtsmethode; Auditive Stimulation; Auditive Wahrnehmung; Akustische Wahrnehmung; Akustik; Learning process; Lernprozess
Abstract	There is a noted advantage of dense neighborhoods in language acquisition, but the learning mechanism that drives the effect is not well understood. Two hypotheses--long-term auditory word priming and phonological working memory--have been advanced in the literature as viable accounts. These were evaluated in two treatment studies enrolling twelve children with phonological delay. Study 1 exposed children to dense neighbors versus non-neighbors before training sound production in evaluation of the priming hypothesis. Study 2 exposed children to the same stimuli after training sound production as a test of the phonological working memory hypothesis. Results showed that neighbors led to greater phonological generalization than non-neighbors, but only when presented prior to training production. There was little generalization and no differential effect of exposure to neighbors or non-neighbors after training production. Priming was thus supported as a possible mechanism of learning behind the dense neighborhood advantage in phonological acquisition. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01