How do children with developmental language disorder extend novel nouns?

Krzemien, Magali; Thibaut, Jean‐Pierre; Jemel, Boutheina; Maillart, Christelle

doi:10.1016/j.jecp.2020.105010

Cited by 7 publications

(13 citation statements)

References 46 publications

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“…This claim is further supported by Krzemien et al (2021), who found that some aspects of lexical acquisition (i.e., word generalization) were similar to TD age-matched children when they were controlled for their vocabulary, which suggests that DLD learners' language abilities are delayed rather than deviant. Mohammadi et al (2011) noted that the lower definitional skills of learners with DLD are due to their language difficulties, which prevent full meaning representations.…”

Section: International Journal Of Research Studies In Education 99mentioning

confidence: 69%

The impact of inhibitory control, working memory and updating on definitional skills of learners with and without Developmental Language Disorder

Dosi¹

2021

IJRSE

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This study investigated the effect of executive functions (EF) (inhibition, working memory and updating) on definitional skills of learners with and without Developmental Language Disorder (DLD). A good/formal definition elicits the highest number of inferences at the lowest cost. Many theories about mental lexicon organization suggest that specific words are activated and/or suppressed. Nevertheless, very limited studies have attempted to examine whether similar procedures occur in the development of definitional skills. Previous studies indicated that learners with DLD have lower EF and definitional skills, which, however, do not correlate. In contrast, a link between EF and definitional skills arise in non-impaired learners. In this study, thirty-six learners divided into three groups (a DLD and two age-and vocabulary-matched control groups; CG) were tested through a definitional and three EF tasks.The two CGs produced better definitions than the DLD group. Moreover, age-matched CG scored higher than the other groups in EF tasks, while the vocabulary-matched CG outperformed the DLD only in updating. Correlations between definitions and EF emerged only in the age-matched CG. Concluding, EF and definitional skills of the DLD group seem to be deviant; while the link between EF and definitional skills may require more time to emerge in DLD learners, since it was also not found in the vocabulary-matched CG. Nevertheless, it was found in the other CG, suggesting that forming a good definition irrelevant words should be suppressed, appropriate words and form should be recalled, and useless information should be discarded.

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Section: International Journal Of Research Studies In Education 99mentioning

confidence: 69%

The impact of inhibitory control, working memory and updating on definitional skills of learners with and without Developmental Language Disorder

Dosi¹

2021

IJRSE

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“…Other studies suggest that the delayed production of formal definitions in learners with DLD, is due to differences in lexical and metalinguistic development (Marinellie & Johnson, 2002). This claim is supported by Krzemien et al (2021), who found that some aspects of lexical acquisition (i.e., word generalization) were similar to TD age-matched learners when learners were controlled for their vocabulary, which suggests that learners with DLD language abilities are delayed rather than deviant. Mohammadi et al (2011) noted that the definitional skills of Persian-speaking learners with DLD were weaker due to their language difficulties which prevent the full meaning representation.…”

Section: Definitional Skills Of Learners With and Without Language Disordersmentioning

confidence: 90%

Definitional Skills of Learners with and without Developmental Language Disorder

Dosi

Gavriilidou

Dourou

2021

IJLTER

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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.

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“…Their results indicated that young children with DLD tend to be less consistent when they have to choose between shape, colour or texture in word extension. Krzemien et al (2021) extended these findings and showed that this shape bias, particularly relevant for solid and animate objects, does develop in older children with DLD. Nevertheless, these authors also highlighted difficulties in word extension for categories defined by other types of features such as texture, functional roles or spatial relations.…”

Section: Introductionmentioning

confidence: 53%

“…This appeared in the study of Aguilar et al (2018), which showed better word generalization performances when the learning context involved a high variability of exemplars. This also seems to be the case in Krzemien et al (2021), who showed that school-aged children with DLD benefited from the comparison of several exemplars of a referent (and thus more opportunities to detect regularities) to extend words for texture-or spatially-based categories. However, category-based inference and statistical learning in the context of lexical and particularly semantic aspects of word learning in children with DLD has rarely been explored until now (Obeid et al, 2016).…”

Section: Introductionmentioning

confidence: 84%

“…To our knowledge, only a few of the above-mentioned studies investigate the semantic and conceptual aspects of word learning in this population in terms of ability to track regularities in order to draw category-based inferences. Krzemien et al (2021) recently showed that the shape bias appears to be preserved in school-aged children with DLD, who still encounter difficulties with other types of categories. These authors address the formmeaning mapping stage of word learning but do not concentrate on how children with DLD deal with deeper semantic, conceptual knowledge.…”

Section: Bayesian Models Of Word Learningmentioning

confidence: 99%

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Preserved category-based inferences for word learning in school-aged children with developmental language disorder

Dauvister

Jemel

Maillart

2021

Clinical Linguistics & Phonetics

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Word learning difficulties are often found in children with Developmental Language Disorder (DLD). Lexical patterns of difficulties appear to be well described in the context of DLD but very little research focuses on their underlying causes. Word learning is known to be an inference-based process, constrained by categorization, which helps the extension of new words to unfamiliar referents and situations. These processes appear integrated in Bayesian models of cognition, which supposes that learning relies on an inductive inference process that recruits prior knowledge and principles of statistical learning (detection of regularities). Taken together, these mechanisms remain underexplored in DLD. Our study aims to define whether children with DLD can draw inductive inferences in a word learning context using categorization. Twenty children with DLD (between 6;0 and 12;6), and 20 languagematched and 16 age-matched controls were exposed to a word learning task where they were given exemplars of objects associated with pseudo-words. The objects belonged to six categories spread across three hierarchical levels. For each item, the children chose which one(s), among a set of test objects from the same categories, could be labelled the same way (word extension). Results showed that school-aged children with DLD could extend new words to broader categories as well as their typically developing (TD) peers. Nevertheless, none of the DLD or TD children showed a specification of their categorization of familiar instances that referred to more restricted instances. Our study suggests preserved abilities in using conceptual knowledge in order to learn new words, which could be used as a compensative strategy in the context of therapy. Further studies are needed to investigate this ability in more complex learning contexts.

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How do children with developmental language disorder extend novel nouns?

Cited by 7 publications

References 46 publications

The impact of inhibitory control, working memory and updating on definitional skills of learners with and without Developmental Language Disorder

The impact of inhibitory control, working memory and updating on definitional skills of learners with and without Developmental Language Disorder

Definitional Skills of Learners with and without Developmental Language Disorder

Preserved category-based inferences for word learning in school-aged children with developmental language disorder

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