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
Authors | Svaldi, Cheyenne, Kohnen, Saskia, Robidoux, Serje, Vos, Kim, Reinders, Aliene, Arunachalam, Sudha, Jonkers, Roel and de Aguiar, Vânia |
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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. |
Keywords | language disorder; verb learning; vocabulary acquisition; verb instrumentality; orthographic facilitation |
Year | 2024 |
Journal | Journal of Experimental Child Psychology |
Journal citation | 242, p. Article 105881 |
Publisher | Elsevier Inc. |
ISSN | 0022-0965 |
Digital Object Identifier (DOI) | https://doi.org/10.1016/j.jecp.2024.105881 |
PubMed ID | 38432098 |
Scopus EID | 2-s2.0-85186526604 |
Open access | Published as ‘gold’ (paid) open access |
Funder | International Doctorate in Experimental Approaches to Language and Brain (IDEALAB) |
Dutch Research Council | |
Stichting Kinderneuropsychologie Noord Nederland | |
Publisher's version | License File Access Level Open |
Output status | Published |
Publication dates | |
Online | 02 Mar 2024 |
Publication process dates | |
Accepted | 22 Jan 2024 |
Deposited | 11 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/). |
https://acuresearchbank.acu.edu.au/item/9150y/spoken-verb-learning-in-children-with-language-disorder
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Publisher's version
OA_Svaldi_2024_Spoken_verb_learning_in_children_with.pdf | |
License: CC BY 4.0 | |
File access level: Open |
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