Individual and Developmental Differences in Distributional Learning.

Purpose This study examined whether children and adults with developmental language disorder (DLD) could use distributional information in an artificial language to learn about grammatical category membership similarly to their typically developing (TD) peers and whether developmental differences existed within and between DLD and TD groups. Method Sixteen children ages 7-9 with DLD, 26 age-matched TD children, 17 college students with DLD, and 17 TD college students participated in this task. We used an artificial grammar learning paradigm in which participants had to use knowledge of category membership to determine the acceptability of test items that they had not heard during a training phase. Results Individuals with DLD performed similarly to TD peers in distinguishing grammatical from ungrammatical combinations, with no differences between age groups. The order in which items were heard at test differentially affected child versus adult participants and showed a relation with attention and phonological working memory as well. Conclusion Differences in ratings between grammatical and ungrammatical items in this task suggest that individuals with DLD can form grammatical categories from novel input and more broadly use distributional information. Differences in order effects suggest a developmental timeline for sensitivity to updating distributional information.

• Publication year

  2018

• Venue

  Language, Speech & Hearing Services in Schools

• Publication date

  2018-08-14

• Fields of study

  Medicine, Linguistics, Psychology

• Identifiers
  DOI 10.1044/2018_LSHSS-STLT1-17-0134PMID 30120447PMCID PMC6198911
• External record

  Open on Semantic Scholar

• Source metadata

  Semantic Scholar, PubMed

• No claims are published for this paper.

• No concepts are published for this paper.

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