Learning New Words: Phonotactic Probability in Language Development
- Beyond the Basics II: Supplemental Sampling for In-Depth Phonological Analysis. Bernhardt, Barbara Handford // Language, Speech & Hearing Services in Schools;Jan2001, Vol. 32 Issue 1, p28
Evaluates supplemental sampling for in-depth phonological analysis. Determination of sample adequacy in terms of word shape variety; Areas of difficulty in phonological development; Evaluation of a given word list for a detailed phonological analysis.
- The Effect of Dialect on Phonological Analysis: Evidence From Spanish—Speaking Children. Goldstein, Brian A.; Iglesias, Aquiles // American Journal of Speech-Language Pathology;Nov2001, Vol. 10 Issue 4, p394
Examines the effects of dialect on phonological analysis of Spanish speaking children in Philadelphia, Pennsylvania. Role of dialect in child phonology description; Relationship between dialect and disorder diagnosis; Type of evaluation instrument use in phonological assessment.
- THE MEANING IN WORDS. Perry, Bruce D. // Scholastic News -- Edition 1 (Teacher's Edition);Jan2001, Vol. 57 Issue 4, p4
Provides information on word meaning and language development of children.
- Transposed-letter priming effects in reading aloud words and nonwords. Kinoshita, Sachiko; Norris, Dennis; Mousikou, Petroula; Wu, Simon // Psychonomic Bulletin & Review;Oct2015, Vol. 22 Issue 5, p1437
A masked nonword prime generated by transposing adjacent inner letters in a word (e.g., jugde) facilitates the recognition of the target word (JUDGE) more than a prime in which the relevant letters are replaced by different letters (e.g., junpe). This transposed-letter (TL) priming effect has...
- Dissecting the functional anatomy of auditory word repetition. Hope, Thomas M. H.; Prejawa, Susan; Jones, 'Ōiwi Parker; Oberhuber, Marion; Seghier, Mohamed L.; Green, David W.; Price, Cathy J. // Frontiers in Human Neuroscience;May2014, Vol. 8, p1
This fMRI study used a single, multi-factorial, within-subjects design to dissociate multiple linguistic and non-linguistic processing areas that are all involved in repeating back heard words. The study compared: (1) auditory to visual inputs; (2) phonological to non-phonological inputs; (3)...
- Unified Treatment Recommendations: A Response to Rvachew and Nowak (2001). Morrisette, Michele L.; Gierut, Judith A. // Journal of Speech, Language & Hearing Research;Apr2003, Vol. 46 Issue 2, p382
Comments on a study which investigated the treatment of complex targets results in system-wide changes in phonological acquisition. Examination of the role of a child's productive phonological knowledge in generalization learning; Information on productive phonological knowledge; Combinatorial...
- Clinical Outcomes as a Function of Target Selection Strategy: A Response to Morrisette and Gierut. Rvachew, Susan; Nowak, Michele // Journal of Speech, Language & Hearing Research;Apr2003, Vol. 46 Issue 2, p386
Responds to a commentary about nondevelopmental approach to the selection of treatment targets on phonological changes in children. Potential treatment targets for each child respondent; Discussion on treatment targets on the basis of a child's productive knowledge and normative sequence;...
- Facilitating Language Development for Inner-City Children: Experimental Evaluation of a Collaborative, Classroom-Based Intervention. Hadley, Pamela A.; Simmerman, Alice // Language, Speech & Hearing Services in Schools;Jul2000, Vol. 31 Issue 3, p280
Explores the effectiveness of a collaborative, classroom-based model in enhancing the development of vocabulary and phonological awareness skills for kindergarten and first-grade children. Benefits of collaboration in facilitating the language abilities of children who are at risk for academic...
- The Lexicon and Phonology: Interactions in Language Acquisition. Storkel, Holly L.; Morisette, Michelle L. // Language, Speech & Hearing Services in Schools;Jan2002, Vol. 33 Issue 1, p24
ABSTRACT: The purpose of this paper is to underscore the importance of the link between lexical and phono-logical acquisition by considering learning by children beyond the 50-word stage and by applying cognitive models of spoken word processing to development. Lexical and phonological...