Definitional Skills of Learners with and without Developmental Language Disorder

Abstract

Definitions exhibit aspects of mental lexicon organization. Learners with Developmental Language Disorder (DLD) have limited vocabulary knowledge (in breadth and depth) and, thus, less mature definitional skills. Word characteristics affect the definitional skills. This study investigated the definitional skills of learners with and without DLD considering different word characteristics. Moreover, issues like deviant vs. delayed abilities and the link between breadth and depth of vocabulary knowledge are addressed. Thirty-six learners were divided into three groups (a DLD and two control groups [CG] of typically developing learners matched on either age or vocabulary). They were asked to define 16 words. Answers were scored for content and form. Findings revealed that the DLD group scored lower than both CGs in content, while no differences were found in form. Definitions of abstract and compound words were more demanding for all. Correlations between vocabulary and definitional skills were detected only in the age-matched CG. From the above, we deduce that DLD learners’ definitional skills are deviant. In addition, clinical practice should not look at effects of isolated variables, but rather investigate the interrelation of different parameters. Finally, the link between breadth and depth of vocabulary knowledge may require more time to emerge in DLD learners.

Decontextualized Language Skills in Children with Developmental Language Disorder and Developmental Dyslexia: Evidence from a Word Definition Task

“…Also, the content of definitions of simple verbs was more complicated for the DLD; while DD group faced difficulties to define compound verbs compared to the DLD group. These dissociations suggest that compound and abstract words are more challenging particularly for children with language disorders, since they require abstract thinking and cognitive abilities (Wilkinson & Houston-Price, 2013;Marinellie & Johnson 2002;Gutierrez-Clellen & DeCurtis, 2009;Dosi & Gavriilidou 2020, Dosi et al, 2021Dosi & Maniati, 2022); but also these difficulties suggest that the hierarchic relations have been not fully developed yet, similar to previous studies (Grela et al, 2005;Dosi & Gavriilidou, 2022). The general finding that less significant differences were attested in form, confirms previous studies that noted that content is a more sensitive indicator (Dosi & Gavriilidou, 2020Dosi et al, 2021).…”

“…Compound words are often Decontextualized Language Skills in Children with Developmental Language Disorder and Developmental Dyslexia: Evidence from a Word Definition Task decomposed in their parts (e.g. "cheese pie: cheese and pie"), since the hierarchical relations are not fully developed (Dosi & Gavriilidou, 2022). At the end of elementary school (11-12 years old) children use more superordinate categories in their definitions even in abstract words (Caramelli et al, 2006).…”

“…Moreover, children with language disorders face persistent difficulties in abstract and compound words. Concerning the latter category, it is often detected that these children struggle to fully comprehend the semantic relationship between the modifier and the head and, thus, the hierarchic relations (Grela et al, 2005;Dosi et al, 2021;Dosi & Gavriilidou, 2022). The vast majority of the aforementioned studies have tested children with DLD (Marinellie & Johnson, 2002;Gutierrez-Clellen & DeCurtis, 2009;McGregor et al, 2013;Dosi & Gavriilidou 2020, Dosi et al, 2021, while the definitional skills of children with DD are under-researched (Dosi & Maniati, 2022).…”

Quantity and quality of vocabulary knowledge in Greek-speaking university students

“…Another important characteristic is compoundness. Studies agree that compound words are more demanding in acquisition than simple ones (Dourou, 2019;Dosi et al, 2021).…”

The Interaction of Variables Affecting Definitional Skills: Extending Previous Research on Word Definitions

“…The definitional skills have been investigated so far in the fields of education, psycholinguistics, and speech-language pathology. Previous research focused on the impact of literacy and school achievement (Artuso et al, 2021;Marinellie, 2010;Snow et al, 1989;Thorndike, Hagen, & Sattler, 1986;Watson, 1985), the effect of developmental characteristics or language impairment (Dosi & Gavriilidou, 2020;Dosi, Gavriilidou & Dourou, 2021;Gutierrez-Clellen & DeCurtis, 1999;Marinellie & Johnson, 2002) and finally the effect of first and second language (El Euch, 2007) on definitional skills.…”