34.594, Books: Lexical-semantic deficits in developmental language disorder: the role of statistical learning: Broedelet

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LINGUIST List: Vol-34-594. Thu Feb 16 2023. ISSN: 1069 - 4875.

Subject: 34.594, Books: Lexical-semantic deficits in developmental language disorder: the role of statistical learning: Broedelet

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Date: Thu, 16 Feb 2023 17:14:16
From: Tessa Arneri [lotdissertations-fgw at uva.nl]
Subject: Lexical-semantic deficits in developmental language disorder: the role of statistical learning: Broedelet

 


Title: Lexical-semantic deficits in developmental language disorder: the
role of statistical learning 
Series Title: LOT Dissertation Series  

Publication Year: 2023 
Publisher: Netherlands Graduate School of Linguistics / Landelijke (LOT)
	   http://www.lotpublications.nl/
	

Book URL: https://www.lotpublications.nl/lexical-semantic-deficits-in-developmental-language-disorder-the-role-of-statistical-learning 


Author: Iris Rebecca Lucina Broedelet

Paperback: ISBN:  9789460934216 Pages: 231 Price: Europe EURO 35


Abstract:

Children with developmental language disorder (DLD) have severe difficulty
with the acquisition of language. One hypothesis states that these children
have a deficit in the ability of statistical learning, a domain-general
learning mechanism that is important for extracting patterns and regularities
from input implicitly. This dissertation focuses on the potential link between
such a deficit in statistical learning and the lexical-semantic difficulties
that are experienced by children with DLD. The following research questions
are addressed: 1) do children with DLD have a deficit in various statistical
learning abilities (word segmentation; cross-situational word learning and
semantic categorization) compared to typically developing children and 2) are
these statistical learning abilities related to lexical-semantic knowledge in
children with DLD? Another research aim was to investigate ways of measuring
statistical learning on-line in children with and without DLD.

This dissertation covers four empirical studies. We found evidence for a
deficit in cross-situational word learning in children with DLD, indicating
that they have more difficulty than typically developing children with
learning to couple words to their referents in situations with referential
ambiguity. We did not find evidence for or against a deficit in the other
types of statistical learning ability in children with DLD, nor did we find
evidence for or against a relationship between statistical learning and
lexical-semantic knowledge. Concerning our on-line measures of statistical
learning, using eye-gaze data as an index of cross-situational word learning
shows promise.
 



Linguistic Field(s): Clinical Linguistics


Written In: English  (eng)

See this book announcement on our website: 
http://linguistlist.org/pubs/books/get-book.cfm?BookID=168574




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