Predicting Story Comprehension of Preschool Children with and without Specific Language Impairment through Eye Movement and Executive Function

Song, Deokjin; Yim, Dongsun

doi:10.12963/csd.20704

Cited by 1 publication

(1 citation statement)

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“…이야기를 보여준 이후 아동이 새로운 어휘를 학습하였는지를 평가 한 비실시간(off-line) 처리 수행력을 측정하였으나 (Yang et al, 2013;Yang & Yim, 2018) (Bolden, Barmby, Raine, & Gardner, 2015). 다수의 연구 에서 시선추적기법을 이용하여 자폐범주성장애 아동 (Brock, Norbury, Einav, & Nation, 2008;Papagiannopoulou, Chitty, Hermens, Hickie, & Lagopoulos, 2014), 청각장애 아동 (Sandgren, Andersson, van de Weijer, Hansson, & Sahlén, 2014), 읽기장애 아동 (Desroches, Joanisse, & Robertson, 2006;Kim, Oh, Choi, Kim, & Sung, 2018), 말 늦은 아동 및 단순언어장애 아동 (Chung & Yim, 2020;Ellis, Borovsky, Elman, & Evans, 2015;Lum, Youssef, & Clark, 2017;McMurray, Samelson, Lee, & Tomblin, 2010;Song & Yim, 2020;Yoon & Yim, 2019), 이중언어 아동 (Bartolotti, Marian, Schroeder, & Shook, 2011;Libben & Titone, 2009;Pellicer-Sánchez, 2016 (Chung & Yim, 2020). 여기서 시선고정시간이 아동의 정보 처리 과정을 의미한다는 점을 고려하면 (Rayner, 1998) (Yoon & Yim, 2019), 일반 아동은 비 단어와 새로운 참조물을 연결하는 데 단순언어장애 아동보다 더 많은 시간을 할애할 수 있음을 확인하였다 (Chung & Yim, 2020).…”

Section: 빠른 우연 학습을 측정하는 기존의 많은 과제에서는 아동에게unclassified

Exploring Real-Time Word Learning Skills and Its Related Factors in Preschool Children: An Eye-Tracking Study

Yang¹,

Yim²,

Park³

et al. 2022

Commun Sci Disord

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Objectives: This study aimed to identify the real-time word learning processing aspects of children in each group by classifying groups according to their actual vocabulary acquisition performance (offline processing data) in QUIL (Quick incidental learning). We compared whether there was a significant difference between the QUIL offline and online processing data of the two groups, and finally we attempted to explore whether QUIL offline and online processing data had a significant correlation with children’s working memory. Methods: Thirty-three children [21 with TD (Typically developing children); and 12 with SLI (Children with specific language impairment)] aged 3- to 6-year-old participated in this study. K-mean cluster analysis was conducted to create new groups based on QUIL offline scores, and to examine children’s online word learning processing. To analyze the children’s word learning process with an eye-tracker, the animations recorded with narration were shown to the children through a computer with an eye-tracker attached. Results: There was a significant difference between the two clusters at the third exposure condition in online data (fixation duration). In addition, there was a significant correlation between QUIL online processing and linguistic WM (Working memory) in cluster 1, and between QUIL offline scores and nonlinguistic WM in cluster 2. Conclusion: When new vocabulary is exposed for cluster 2, it can be inferred that the efficiency of vocabulary acquisition will be improved if visual information is intensively combined with language information.

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