TY - JOUR
T1 - Fast mapping semantic features
T2 - Performance of adults with normal language, history of disorders of spoken and written language, and attention deficit hyperactivity disorder on a word-learning task
AU - Alt, Mary
AU - Gutmann, Michelle L.
N1 - Funding Information:
This work was supported by R01-DC04726 from the National Institute on Deafness and other Communication Disorders. We would like to thank Rachel Hayes-Harb for calculating phonotactic probabilities and neighborhood densities, and Michael Hammond for sharing the algorithm used for those calculations. We thank Tiffany Hogan and members of the L4Lab for their input on this project. We also thank all of the participants who took part in this study.
PY - 2009/9
Y1 - 2009/9
N2 - Purpose: This study was designed to test the word learning abilities of adults with typical language abilities, those with a history of disorders of spoken or written language (hDSWL), and hDSWL plus attention deficit hyperactivity disorder (+ADHD). Methods: Sixty-eight adults were required to associate a novel object with a novel label, and then recognize semantic features of the object and phonological features of the label. Participants were tested for overt ability (accuracy) and covert processing (reaction time). Results: The +ADHD group was less accurate at mapping semantic features and slower to respond to lexical labels than both other groups. Different factors correlated with word learning performance for each group. Conclusions: Adults with language and attention deficits are more impaired at word learning than adults with language deficits only. Despite behavioral profiles like typical peers, adults with hDSWL may use different processing strategies than their peers. Learning Outcomes: Readers will be able to: (1) recognize the influence of a dual disability (hDSWL and ADHD) on word learning outcomes; (2) identify factors that may contribute to word learning in adults in terms of (a) the nature of the words to be learned and (b) the language processing of the learner.
AB - Purpose: This study was designed to test the word learning abilities of adults with typical language abilities, those with a history of disorders of spoken or written language (hDSWL), and hDSWL plus attention deficit hyperactivity disorder (+ADHD). Methods: Sixty-eight adults were required to associate a novel object with a novel label, and then recognize semantic features of the object and phonological features of the label. Participants were tested for overt ability (accuracy) and covert processing (reaction time). Results: The +ADHD group was less accurate at mapping semantic features and slower to respond to lexical labels than both other groups. Different factors correlated with word learning performance for each group. Conclusions: Adults with language and attention deficits are more impaired at word learning than adults with language deficits only. Despite behavioral profiles like typical peers, adults with hDSWL may use different processing strategies than their peers. Learning Outcomes: Readers will be able to: (1) recognize the influence of a dual disability (hDSWL and ADHD) on word learning outcomes; (2) identify factors that may contribute to word learning in adults in terms of (a) the nature of the words to be learned and (b) the language processing of the learner.
UR - http://www.scopus.com/inward/record.url?scp=67651070654&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=67651070654&partnerID=8YFLogxK
U2 - 10.1016/j.jcomdis.2009.03.004
DO - 10.1016/j.jcomdis.2009.03.004
M3 - Article
C2 - 19439319
AN - SCOPUS:67651070654
SN - 0021-9924
VL - 42
SP - 347
EP - 364
JO - Journal of Communication Disorders
JF - Journal of Communication Disorders
IS - 5
ER -