Spoken verb learning in children with language disorder

Journal article


Svaldi, Cheyenne, Kohnen, Saskia, Robidoux, Serje, Vos, Kim, Reinders, Aliene, Arunachalam, Sudha, Jonkers, Roel and de Aguiar, Vânia. (2024). Spoken verb learning in children with language disorder. Journal of Experimental Child Psychology. 242, p. Article 105881. https://doi.org/10.1016/j.jecp.2024.105881
AuthorsSvaldi, Cheyenne, Kohnen, Saskia, Robidoux, Serje, Vos, Kim, Reinders, Aliene, Arunachalam, Sudha, Jonkers, Roel and de Aguiar, Vânia
Abstract

The current study examined spoken verb learning in elementary school children with language disorder (LD). We aimed to replicate verb learning deficits reported in younger children with LD and to examine whether verb instrumentality, a semantic factor reflecting whether an action requires an instrument (e.g., “to chop” is an instrumental verb), influenced verb learning. The possible facilitating effect of orthographic cues presented during training was also evaluated. In an exploratory analysis, we investigated whether language and reading skills mediated verb learning performance. General language skills and verb learning were assessed in Dutch children with LD and age-matched typically developing controls (n = 25 per group) aged 8 to 12 years (M = 9;9 [years;months], SD = 1;3). Using video animations, children learned 20 nonwords depicting actions comprising 10 instrumental and 10 noninstrumental verbs. Half of the items were trained with orthographic information present. Verb learning was assessed using an animation–word matching and animation naming task. Linear mixed-effects models showed a main effect of group for all verb learning measures, demonstrating that children with LD learned fewer words and at a slower rate than the control group. No effect of verb instrumentality, presence of orthographic information, or the included mediators was found. Our results emphasize the importance of continued vocabulary instruction in elementary school to strengthen verb encoding. Given that our findings are inconsistent with the overall literature showing an orthographic facilitation effect, future studies should investigate whether participants pay attention to the written word form in learning contexts with moving stimuli.

Keywordslanguage disorder; verb learning; vocabulary acquisition; verb instrumentality; orthographic facilitation
Year2024
JournalJournal of Experimental Child Psychology
Journal citation242, p. Article 105881
PublisherElsevier Inc.
ISSN0022-0965
Digital Object Identifier (DOI)https://doi.org/10.1016/j.jecp.2024.105881
PubMed ID38432098
Scopus EID2-s2.0-85186526604
Open accessPublished as ‘gold’ (paid) open access
FunderInternational Doctorate in Experimental Approaches to Language and Brain (IDEALAB)
Dutch Research Council
Stichting Kinderneuropsychologie Noord Nederland
Publisher's version
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File Access Level
Open
Output statusPublished
Publication dates
Online02 Mar 2024
Publication process dates
Accepted22 Jan 2024
Deposited11 Feb 2025
Additional information

© 2024 The Authors. Published by Elsevier Inc. This is an open access article under the CC BY license (http://creativecommons.org/licenses/by/4.0/).

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