Word learning by preschoolers with SLI: effect of phonotactic probability and object familiarity

摘要: Purpose In this study, the authors investigated whether previous findings of a low phonotactic probability/unfamiliar object word-learning advantage in preschoolers could be replicated, would apparent at different “stages” word learning, and differ for with specific language impairment (SLI) typical development (TD). Method Participants included 114 children: 40 SLI, 39 TD matched age gender, 35 expressive vocabulary gender. Comprehension production were assessed during learning post-test words that varied probability familiarity. Results Across groups, comprehension performance increased significantly from Day 1 to 2 3, but there was no significant word/object type effect. Production 2, 3 4 all clear...