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

Moav-Scheff, Ronny; Yifat, Rachel; Banai, Karen

doi:10.1016/j.ridd.2015.08.010

Cited by 7 publications

(8 citation statements)

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“…However, we do not believe this to be the case because in the phonological memory task, the mean repetition effect in the repeated-consonants group was 2.3 items (SD = 2.3) compared with a mean effect of 1 item (SD = 1.7) in the repeated-vowels group (Mann-Whitney test: Z = 2.69, p = 0.007). In fact, the stronger effect of repetition on phonological memory in the repeated-consonants group could be expected based on previous studies showing that larger repetition effects in this task are associated with better language skills (Banai & Yifat, 2012;Banai & Yifat, 2016) and better word learning overall (Moav-Scheff et al, 2015).…”

Section: Effects Of Perceptual Repetition On the Performance Of The Ementioning

confidence: 75%

“…Recognition of the target syllable was more accurate when target words (e.g., séfer "book"; sélek "beet") were mixed with nontarget words that had the same nonadjacent vowel sequence (e.g., yéled "child", kélev "dog"), than when mixed with nontarget words with a different vowel sequence (e.g., xalóm "dream," arón "closet"). Furthermore, in this age group, greater sensitivity to these regularities was associated with indices of lexical development (Banai & Yifat, 2016;Moav-Scheff, Yifat, & Banai, 2015). Among Hebrew speaking adults, nonadjacent regularities in the form of familiar Hebrew vowel patterns, were found to support auditory word learning in an explicit learning paradigm (Kimel & Ahissar, 2019).…”

Section: Introductionmentioning

confidence: 80%

“…Each participant completed two of the three experimental conditions described in the following section (baseline and repeated-consonant-sequence, n = 30, or baseline and repeated-vowel-sequence, n = 49), as well as a short battery of cognitive and language assessments. Some of the data of the group that completed the vowel-sequence condition were reported previously in a paper that compared learning on the baseline condition between children with typical and atypical language development (Moav-Scheff et al, 2015). To avoid having to choose a subgroup of the typical participants from this current study, we decided to report the data from all participants who completed both learning conditions, resulting in a larger sample in this group.…”

Section: Methods Participantsmentioning

confidence: 99%

“…In a previous study (Moav-Scheff et al, 2015), we constructed new word-like stimuli based on the previously mentioned principles. Preschool children, with either typical language development or with developmental language impairment were taught the names of alien cartoon characters while playing a game during which they were asked to help the aliens perform a variety of daily activities (e.g., play in the park).…”

Section: Introductionmentioning

confidence: 99%

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A role for incidental auditory learning in auditory-visual word learning among kindergarten children

et al. 2020

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This study focused on the potential role of incidental, auditory perceptual learning in among children learning new words. To this end, we examined how irrelevant auditory similarities across words, that provide no cues regarding their visual or conceptual attributes, influence pseudo-word learning in a name/picture matching paradigm. Two types of irrelevant auditory similarities were used: shared sequences of vowels or consonants. Learning word-to-picture associations in these two conditions was compared to a baseline condition in which items did not share either sequence. Kindergarten children readily learned items in all conditions, but auditory similarity interfered with learning (odds ratio, 1.12). Individual differences in reasoning and vocabulary did not account for the interference effect. These findings suggest that the sensory properties of words continue to influence language learning during the preschool years through rapid incidental learning, even if the effect is relatively small. Consistent with previous studies in the visual modality, we now suggest that incidental perceptual learning occurs in the auditory modality. Furthermore, the current findings suggest that this learning can interfere with word learning, highlighting the importance of the perceptual structure of words in real-world-like learning environments.

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Section: Effects Of Perceptual Repetition On the Performance Of The Ementioning

confidence: 75%

Section: Introductionmentioning

confidence: 80%

Section: Methods Participantsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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A role for incidental auditory learning in auditory-visual word learning among kindergarten children

et al. 2020

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“…These studies demonstrated that vocabulary acquisition was more associated with phonological than semantic language processing, as observed in entities such as specific language disorders where both cognitive processes (i.e. phonological memory and vocabulary) are simultaneously underdeveloped (Gray, 2006;Jackson, Leitao, & Claessen, 2016;Moav-Scheff, Yifat, & Banai, 2015).…”

Section: Discussionmentioning

confidence: 89%

Modificaciones de las interacciones audio-motoras asociadas con la formación musical y el aprendizaje de un vocabulario nuevo

García¹,

Ángeles²

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Facultad de Ciencias de la salud Modificaciones de las interacciones audio-motoras asociadas con la formación musical y el aprendizaje de un vocabulario nuevoTesis doctoral presentada por: Mª Ángeles Palomar GarcíaPara obtener el grado de doctora por la Universidad Jaume I de Castellón AgradecimientosDespués de un largo caminar, me gustaría dar las gracias a todas aquellas personas que de una u otra forma han hecho posible la realización del presente trabajo.En primer lugar, quisiera dar las gracias a mis dos directores de tesis, el Dr. César Ávila y la Dra. Ana Sanjuán. Al Dr. César Ávila por darme la oportunidad hace unos años de formar parte de su grupo de investigación y por introducirme en el mundo de la neuroimagen, así como su ayuda y consejo durante todos estos años. A la Dra. Ana Sanjuán por haber confiado en mí y darme la oportunidad de formar parte en su proyecto, y por la ayuda prestada en estos años.Al Dr. Robert Zatorre, por haberme recibido en su grupo de investigación, por sus consejos y el tiempo que me brindó durante mi estancia en McGill, donde tuve la oportunidad de aprender y desarrollar una parte de este trabajo.En segundo lugar, me gustaría dar las gracias a mis compañeros/as de laboratorio por toda la ayuda que me habéis proporcionado a lo largo de estos años. A Maya, Anna y Paola por todo su apoyo y compañerismo, es un placer trabajar con vosotras. A Eli porque empezamos juntas este camino y por todo lo compartido. A Mireia por todos sus consejos y por mucho más que su compañía en esas largas tardes de resonancia. A Patri por su amistad, ya que hemos pasado buenos y malos momentos pero siempre ha estado ahí para apoyarme. A Noe por todo lo que me ha enseñado sobre el análisis estadístico de neuroimagen, ya que su ayuda ha sido esencial para la realización de este trabajo, además de su paciencia y el apoyo recibido a lo largo de todos estos años. Gracias también al resto de compañeros/as de laboratorio: Víctor, Jesús, María Jesús, Aina, Juan Carlos, Javi, Javi Panach, Cristina y Alfonso.A mis amigos/as, tanto los de mi pueblo como los de Castellón, muchas gracias a todos por el apoyo y los ánimos recibidos, y sobre todo por entender mis ausencias durante estos años.Finalmente, agradecer a mi familia, especialmente a mis padres y mi hermana, por el apoyo incondicional, la fuerza y el cariño que me han dado día a día, gracias por estar siempre ahí. Y a David por haber estado a mi lado estos años apoyándome, y por sus consejos que tanto me han ayudado para poder lograrlo. GM Gray Matter ICA Independent Component Analysis IFG Inferior Frontal Gyrus IHI Interhemispheric Inhibition IPL Inferior Parietal Lobule L1 First Language L2 Second Language MEG Magnetoencephalography MRI Magnetic Resonance Imaging PET Positron Emission Tomography pre-SMA pre-Supplementary Motor Area STG Superior Temporal Gyrus TMS Transcranial Magnetic Stimulation WM White Matterii iii JustificaciónLejos de la vieja concepción de plasticidad cerebral como un proceso que únicamente se puede producir en los llamados "per...

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The dynamic imprint of word learning on the dorsal language pathway

et al. 2017

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According to Hickok and Poeppel (2007), the acquisition of new vocabulary rests on the dorsal language pathway connecting auditory and motor areas. The present study tested this hypothesis longitudinally by measuring BOLD signal changes during a verbal repetition task and modulation of resting state functional connectivity (rs-FC) in the dorsal stream. Thirty-five healthy participants, divided into trained and control groups, completed fMRI sessions on days 1, 10, and 24. Between days 1 and 10, the trained group learned 84 new pseudowords associated with 84 native words. Task-related fMRI results showed a reduced activity in the IFG and STG while processing the learned vocabulary after training, returning to initial values two weeks later. Moreover, rs-fMRI analysis showed stronger rs-FC between the IFG and STG in the trained group than in the control group after learning, especially on day 24. These neural changes were more evident in participants with a larger vocabulary. Discussion focuses on the prominent role of the dorsal stream in vocabulary acquisition. Even when their meaning was known, newly learned words were again processed through the dorsal stream two weeks after learning, with the increase in rs-FC between auditory and motor areas being a relevant longterm imprint of vocabulary learning.

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

Cited by 7 publications

References 59 publications

A role for incidental auditory learning in auditory-visual word learning among kindergarten children

A role for incidental auditory learning in auditory-visual word learning among kindergarten children

Modificaciones de las interacciones audio-motoras asociadas con la formación musical y el aprendizaje de un vocabulario nuevo

The dynamic imprint of word learning on the dorsal language pathway

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