Subcategory Learning in Normal and Language Learning-Disabled Adults: How Much Information Do They Need?

Richardson, Jessica; Harris, Laurel; Plante, Elena; Gerken, LouAnn
December 2006
Journal of Speech, Language & Hearing Research;Dec2006, Vol. 49 Issue 6, p1257
Academic Journal
Purpose: The purpose of this experiment was to determine if nonreferential morphophonological information was sufficient to facilitate the learning of gender subcategories (i.e., masculine vs. feminine) in individuals with normal language (NL) and those with a history of language-based learning disabilities (HLD). Method: Thirty-two adults listened for 18 min to a familiarization set of Russian words that included either 1 (single-marked) or 2 (double-marked) morphophonological markers indicating gender. Participants were then tested on their knowledge of both trained and untrained members of each gender subcategory. Results: Testing indicated that morphophonological information is sufficient for lexical subcategory learning in both NL and HLD groups, although the HLD group had lower overall accuracy. The HLD group benefited from double-marking relative to single-marking for subcategory learning. Conclusion: The results demonstrated that learning through implicit mechanisms occurred after a relatively brief exposure to the language stimuli. In addition, the weaker overall learning by the HLD group was facilitated when multiple cues to linguistic subcategory were available in the input group members received.


Related Articles

  • Dyslexia in Adults: Evidence for Deficits in Non-word Reading and in the Phonological Representation of Lexical Items. Elbro, Carsten; Nielsen, Ina; Petersen, Dorthe K. // Annals of Dyslexia;1994, Vol. 44, p205 

    Difficulties in reading and language skills which persist from childhood into adult life are the concerns of this article. The aims were twofold: (1) to find measures of adult reading processes that validate adults' retrospective reports of difficulties in learning to read during the school...

  • Grammatical Morphology and the Lexicon in Children With Specific Language Impairment. Leonard, Laurence B.; Miller, Carol; Gerber, Erika // Journal of Speech, Language & Hearing Research;Jun1999, Vol. 42 Issue 3, p678 

    Presents information on a study which examined the use of grammatical morphology by preschool-age English-speaking children with specific language impairment (SLI) as a function of their lexical diversity. Methodology; Results; Discussion.

  • Children's Auditory Lexical Decisions: A Limited Processing Capacity Account of Language... Windsor, Jennifer; Hwang, Mina // Journal of Speech, Language & Hearing Research;Aug1999, Vol. 42 Issue 4, p990 

    Twenty-three school-age children with language impairments (LI) and 46 typically achieving children participated in 2 auditory lexical decision tasks. Effects of phonological opacity (i.e., stress and vowel changes involved in forming derivatives from a base word) on word recognition were...

  • The influence of prosodic and gestural clues on novel word acquisition by children with specific... Weismer, Susan Ellis; Helsketh, Linda J. // Journal of Speech & Hearing Research;Oct93, Vol. 36 Issue 5, p1013 

    Investigates effects of prosodic and gestural clues in children's rates of lexical learning. Selection of subjects; Comparison of word acquisition capability under differing linguistic input conditions; Implications of findings with effect of presentation of linguistic signal upon language...

  • Learning disabilities existing concomitantly with communication disorder. Schoenbrodt, Lisa; Kumin, Libby // Journal of Learning Disabilities;May/Jun1997, Vol. 30 Issue 3, p264 

    Describes the characteristics of language disorders that occur with learning disabilities (LD). Standardized test batteries and curriculum-based language assessment; Service delivery models and interventions focusing on the enhancement of semantic, syntactic and pragmatic development;...

  • Levels of regularity in inflected word form processing. Scharinger, Mathias; Reetz, Henning; Lahiri, Aditi // Mental Lexicon;2009, Vol. 4 Issue 1, p77 

    How do speakers process phonological opacities resulting from stem allomorphy in regularly inflected word forms? We advocate a model which holds that these stem allomorphs are derived from a single, abstract lexical representation and do not require multiple access routes. Consequently,...

  • The Space of Tuscan Dialectal Variation: A Correlation Study. Montemagni, Simonetta // Journal of Humanities & Arts Computing: A Journal of Digital Hum;Mar2008, Vol. 2 Issue 1-2, p135 

    The paper illustrates the results of a correlation study focusing on linguistic variation in an Italian region, Tuscany. By exploiting a multi-level representation scheme of dialectal data, the study analyses attested patterns of phonetic and morpho-lexical variation with the aim of testing the...

  • The Effects of Phonological Transparency on Reading Derived Words. Carlisle, Joanne F.; Stone, C. Addison; Katz, Lauren A. // Annals of Dyslexia;2001, Vol. 51, p249 

    The purpose of this study was to determine whether poor readers have more pronounced problems than average-reading peers reading derived words the base forms of which undergo a phonological shift when a suffix is added (i.e., shift relations as in "natural"), as compared to derived words whose...

  • Persistent Auditory Language Deficits in Adults with Learning Disabilities. Blalock, Jane W. // Journal of Learning Disabilities;Dec1982, Vol. 15 Issue 10 

    Examines persistent auditory language deficits in adults with learning disabilities. Nature of persistent auditory language deficits; Effects of deficits on academic, social and vocational performance; Implications for assessment and program development at the college level.


Read the Article


Sorry, but this item is not currently available from your library.

Try another library?
Sign out of this library

Other Topics