Cross-situational statistical learning in children with developmental language disorder

Ahufinger, Nadia; Guerra, Ernesto; Ferinu, Laura; Andreu, Llorenç; Sanz‐Torrent, Mònica

doi:10.1080/23273798.2021.1922723

Cited by 16 publications

(32 citation statements)

References 135 publications

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“…Given results from this study and evidence that children with DLD exhibit problems in using statistical information to support speech segmentation (Evans, Saffran, & Robe-Torres, 2009;Haebig, Saffran, & Ellis Weismer, 2017) and the learning of grammatical constructions (Grunow et al, 2006;Hsu, Tomblin, & Christiansen, 2014;Lum, Conti-Ramsden, Morgan, & Ullman, 2014;Plante et al, 2002;Torkildsen, Dailey, Aguilar, Gómez, & Plante, 2013), grammatical gender marking (Richardson et al, 2006), or stress assignment rules (Plante, Bahl, Vance, & Gerken, 2010), we anticipated a gap in cross-situational word learning between TD children and children with DLD in the present study. The present research expands upon the study by Ahufinger et al (2021) by (1) instructing children to make an overt response/guess during learning, thereby allowing us to analyze change in performance over time, trial by trial and cycle by cycle, and (2) investigating the relationship between cross-situational learning performance and vocabulary, attention, and phonological working memory.…”

Section: Word Learning Among Children With Dldmentioning

confidence: 99%

What Children with Developmental Language Disorder Teach Us About Cross‐Situational Word Learning

et al. 2022

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Children with developmental language disorder (DLD) served as a test case for determining the role of extant vocabulary knowledge, endogenous attention, and phonological working memory abilities in cross‐situational word learning. First‐graders (Mage = 7 years; 3 months), 44 with typical development (TD) and 28 with DLD, completed a cross‐situational word‐learning task comprised six cycles, followed by retention tests and independent assessments of attention, memory, and vocabulary. Children with DLD scored lower than those with TD on all measures of learning and retention, a performance gap that emerged in the first cycle of the cross‐situational protocol and that we attribute to weaknesses in initial encoding. Over cycles, children with DLD learned words at a similar rate as their TD peers but they were less flexible in their strategy use, demonstrating a propose‐but‐verify approach but never a statistical aggregation approach. Also, they drew upon different mechanisms to support their learning. Attention played a greater role for the children with DLD, whereas extant vocabulary size played a greater role for the children with TD. Children navigate the problem space of cross‐situational learning via varied routes. This conclusion is offered as motivation for theorists to capture all learners, not just the most typical ones.

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Section: Word Learning Among Children With Dldmentioning

confidence: 99%

What Children with Developmental Language Disorder Teach Us About Cross‐Situational Word Learning

et al. 2022

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“…The participants were part of a larger study conducted in 2017 in Barcelona, Spain [a detailed description can be found elsewhere ( Ahufinger et al, 2021 )]. Wave 1 was carried out in 2017, where Children with DLD were recruited from institutions, organizations, and schools around Catalonia and were identified with the help of the Catalan Center of Resources for Hearing-Impaired People (CREDA), members of the Catalan service for school counseling and guidance (EAP) and Catalan Association of Specific Language Impairment (ATELCA), that work in conjunction with public and private schools throughout Catalonia to identify children with DLD or children with language difficulties.…”

Section: Studymentioning

confidence: 99%

“…As in study 1, the participants were part of a larger study conducted in 2017 in Barcelona, Spain (for details see Ahufinger et al, 2021 ), through which a two-wave 4-year-lag longitudinal study was carried out. In study 2 a total of 32 Catalan-Spanish speaking adolescents (11 girls and 21 boys), 16 adolescents with DLD (Age m WAVE 1 = 11.05; Age mWAVE 2 = 15.12; 7 girls and 9 boys) and 16 TD adolescents (Age mWAVE 1 = 10.99; Age mWAVE 2 = 14.17; 4 girls and 12 boys) participated.…”

Section: Studymentioning

confidence: 99%

“…They score lower in vocabulary tests ( Gray et al, 1999 ) and show less ability for receptive word learning in naturalistic contexts ( Rice et al, 1994 ). Also, it has been shown that they have a reduced sensitivity to the phonological and semantic features of words ( Alt and Plante, 2006 ) and have difficulties mapping labels to new objects ( Gray, 2004 ; Alt and Plante, 2006 ; Jackson et al, 2019 ; Ahufinger et al, 2021 ).…”

Section: Introductionmentioning

confidence: 99%

“…In contrast, the most updated conceptualization of this disorder is based on a broader interpretation of the term to denote the presence of both language-based deficits as well as weaknesses in areas that go beyond language ( Tager-Flusberg and Cooper, 1999 ; Bishop et al, 2016 , 2017 ) due to the increasing number of studies interested in showing the degree to which the deficits in this population are specific to the language system or extend to non-linguistic aspects such us cognition ( Kapa and Plante, 2015 ), memory ( Ahufinger et al, 2021 ), academic achievement ( Beitchman et al, 1996 ; Aguilar-Mediavilla et al, 2019 ), social interactions ( Fujiki et al, 1999 ; Durkin and Conti-Ramsden, 2007 ) and emotional abilities ( Fujiki et al, 2002 , 2004 ). Consistent with the central tenants of a broad characterization of the disorder and the terminological and conceptualization shift proposed by the CATALISE Consortium, some researchers and clinical professionals are shifting to the term DLD to refer to children who fall into the broader definition of SLI ( Lee and Tomblin, 2012 ; Bishop et al, 2016 , 2017 ).…”

Section: Introductionmentioning

confidence: 99%

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Vocabulary Abilities and Parents’ Emotional Regulation Predict Emotional Regulation in School-Age Children but Not Adolescents With and Without Developmental Language Disorder

et al. 2021

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A comprehensive approach, including social and emotional affectations, has been recently proposed as an important framework to understand Developmental Language Disorder (DLD). There is an increasing considerable interest in knowing how language and emotion are related, and as far as we know, the role of the emotional regulation (ER) of parents of children with and without DLD, and their impact on their children’s ER is still unknown. The main aims of this study are to advance our knowledge of ER in school-age children and adolescents with and without DLD, to analyze the predictive value of expressive and receptive vocabulary on ER in school-age children and adolescents, and to explore parental ER and their effect on their children’s and adolescents’ ER. To cover all objectives, we carried out three studies. In the first and second study, expressive and receptive vocabulary were assessed in wave 1, and ER (Emotional Regulation Checklist -ERC- for children and Emotion Regulation Scale -DERS- for adolescents) was assessed in wave 2, 4 years later. Participants in the first study consisted of two groups of school-aged children (13 had DLD and 20 were typically developing children -TD). Participants in the second study consisted of two groups of adolescents (16 had DLD and 16 were TD adolescents). In the third study, the ER of 65 of the parents of the children and adolescents from study 1 were assessed during wave 2 via self-reporting the DERS questionnaire. Results showed no significant differences in ER between DLD and TD groups neither in middle childhood nor in adolescence. Concerning vocabulary and ER, expressive language predicted ER in school-age children but not in adolescents. Finally, parental ER explained their school-age children’s ER, but this was not the case in adolescents. In conclusion, the present data indicated that expressive vocabulary has a fundamental role in ER, at least during primary school years, and adds new evidence of the impact of parents’ ER upon their children’s ER, encouraging educators and speech language pathologists to include parents’ assessments in holistic evaluations and interventions for children with language and ER difficulties.

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Learning to generalise but not segment an artificial language at 17 months predicts children’s language skills 3 years later

Monaghan,

Donnelly,

Alcock

et al. 2023

Cognitive Psychology

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Cross-situational statistical learning in children with developmental language disorder

Cited by 16 publications

References 135 publications

What Children with Developmental Language Disorder Teach Us About Cross‐Situational Word Learning

What Children with Developmental Language Disorder Teach Us About Cross‐Situational Word Learning

Vocabulary Abilities and Parents’ Emotional Regulation Predict Emotional Regulation in School-Age Children but Not Adolescents With and Without Developmental Language Disorder

Learning to generalise but not segment an artificial language at 17 months predicts children’s language skills 3 years later

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