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Not All Procedural Learning Tasks Are Difficult for Adults With Developmental Language Disorder
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In: J Speech Lang Hear Res (2021)
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Lexical–Semantic Cues Induce Sound Pattern Stability in Children With Developmental Language Disorder
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In: J Speech Lang Hear Res (2020)
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Vowel Accuracy and Segmental Variability Differentiate Children With Developmental Language Disorder in Nonword Repetition
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In: J Speech Lang Hear Res (2020)
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Adults Fail to Learn a Type of Linguistic Pattern that is Readily Learned by Infants
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In: Speech and Hearing Sciences Faculty Publications and Presentations (2019)
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An Application of Network Science to Phonological Sequence Learning in Children With Developmental Language Disorder
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The impact of brief restriction to articulation on children's subsequent speech production
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Semantic Richness and Word Learning in Children with Autism Spectrum Disorder
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Articulatory, Segmental, and Prosodic Characteristics in Children with Speech Sound Disorders
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In: Theses and Dissertations Available from ProQuest (2017)
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Perceptual statistical learning over one week in child speech production
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The influence of phonotactic probability and neighborhood density on children's production of newly learned words
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Abstract:
A word learning paradigm was used to teach children novel words that varied in phonotactic probability and neighborhood density. The effects of frequency and density on speech production were examined when phonetic forms were non-referential (i.e., when no referent was attached) and when phonetic forms were referential (i.e., when a referent was attached through fast mapping). Two methods of analysis were included: (1) kinematic variability of speech movement patterning; and (2) measures of segmental accuracy. Results showed that phonotactic frequency influenced the stability of movement patterning whereas neighborhood density influenced phoneme accuracy. Motor learning was observed in both non-referential and referential novel words. Forms with low phonotactic probability and low neighborhood density showed a word learning effect when a referent was assigned during fast mapping. These results elaborate on and specify the nature of interactivity observed across lexical, phonological, and articulatory domains.
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Keyword:
Article
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URL: http://www.ncbi.nlm.nih.gov/pmc/articles/PMC4894352/ http://www.ncbi.nlm.nih.gov/pubmed/27284274 https://doi.org/10.1080/15475441.2015.1117977
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Deficits in sound pattern sequencing in children with specific language impairment: A networks approach
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In: Theses and Dissertations Available from ProQuest (2016)
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An Exploratory Study of the Influence of Load and Practice on Segmental and Articulatory Variability in Children with Speech Sound Disorders
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Orthography and Modality Influence Speech Production in Adults and Children
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Reading Skill and Exposure to Orthography Influence Speech Production
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The role of semantic richness in word learning in children with autism spectrum disorder, specific language impairment, and typical language development
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In: Theses and Dissertations Available from ProQuest (2014)
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Orthography and modality influence speech production in skilled and poor readers
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In: Theses and Dissertations Available from ProQuest (2014)
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The Influence of Prosodic Stress Patterns and Semantic Depth on Novel Word Learning in Typically Developing Children
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