Phonological memory and word learning deficits in children with specific language impairment: A role for perceptual context?

摘要: Abstract Background Sensitivity to perceptual context (anchoring) has been suggested contribute the development of both oral- and written-language skills, but studies this idea in children have rare. Aims To determine whether deficient anchoring contributes phonological memory word learning deficits with specific language impairment (SLI). Methods procedures 84 preschool without SLI participated study. Anchoring repeated items was evaluated two tasks – a task pseudo-word task. Outcomes results Compared typical development, had poorer spans learned fewer words during In performance reflected smaller effect that manifested item repetition on performance. Furthermore, across entire sample significantly correlated vocabulary grammar tasks. Conclusions implications These findings are consistent hypothesis skills impaired anchoring, although further required role development.