TY - JOUR
T1 - Subcategory learning in normal and language learning-disabled adults
T2 - How much information do they need?
AU - Richardson, Jessica
AU - Harris, Laurel
AU - Plante, Elena
AU - GerKen, Louann
PY - 2006/12/1
Y1 - 2006/12/1
N2 - 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 xposure 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.
AB - 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 xposure 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.
KW - Developmental language disorders
KW - Language
KW - Learning syntax
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U2 - 10.1044 /1092-4388(2006 / 090)
DO - 10.1044 /1092-4388(2006 / 090)
M3 - Article
C2 - 17197494
AN - SCOPUS:33847698551
SN - 1092-4388
VL - 49
SP - 1257
EP - 1266
JO - Journal of Speech, Language, and Hearing Research
JF - Journal of Speech, Language, and Hearing Research
IS - 6
ER -