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Standardizing test scores for a target population: The LMS method illustrated using language measures from the SCALES project
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Standardizing test scores for a target population: The LMS method illustrated using language measures from the SCALES project
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Supplementary material from "Learning abstract words and concepts: insights from developmental language disorder" ...
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Abstract:
Some explanations of abstract word learning suggest that these words are learnt primarily from the linguistic input, using statistical co-occurrences of words in language, whereas concrete words can also rely on non-linguistic, experiential information. According to this hypothesis, we expect that, if the learner is not able to fully exploit the information in the linguistic input, abstract words should be affected more than concrete ones. Embodied approaches, instead, argue that both abstract and concrete words can rely on experiential information and, therefore, there might not be any linguistic primacy. Here, we test the role of linguistic input in the development of abstract knowledge with children with Developmental Language Disorder (DLD) and Typically Developing children aged 8–13. We show that DLD children, who by definition have impoverished language, do not show a disproportionate impairment for abstract words in lexical decision and definition tasks. These results indicate that linguistic ...
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Keyword:
170299 Cognitive Science not elsewhere classified; 60801 Animal Behaviour; FOS Biological sciences; FOS Psychology
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URL: https://figshare.com/collections/Supplementary_material_from_Learning_abstract_words_and_concepts_insights_from_developmental_language_disorder_/4097402/1 https://dx.doi.org/10.6084/m9.figshare.c.4097402.v1
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Supplementary material from "Learning abstract words and concepts: insights from developmental language disorder" ...
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Learning abstract words and concepts: insights from developmental language disorder
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Language Disorders from Infancy through Adolescence: Listening, Speaking, Reading, Writing, and Communicating
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In: Communication Disorders Faculty Publications (2018)
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Acquisition of abstract concepts is influenced by emotional valence
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Sources of variation in developmental language disorders: evidence from eye-tracking studies of sentence production
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Pragmatics Abilities in Narrative Production: A Cross-Disorder Comparison
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In: Communication Disorders Faculty Publications (2014)
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Eye-movement patterns are associated with communicative competence in autistic spectrum disorders
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Executive functions in children with communication impairments, in relation to autistic symptomatology. 2: response inhibition
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Executive functions in children with communication impairments, in relation to autistic symptomatology. 1: generativity
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