Neighborhood density and syntactic class effects on spoken word recognition: Specific language impairment and typical development
JR Hoover - Journal of Speech, Language, and Hearing Research, 2018 - ASHA
Journal of Speech, Language, and Hearing Research, 2018•ASHA
Purpose The purpose of the current study was to determine the effect of neighborhood
density and syntactic class on word recognition in children with specific language
impairment (SLI) and typical development (TD). Method Fifteen children with SLI (M age= 6;
5 [years; months]) and 15 with TD (M age= 6; 4) completed a forward gating task that
presented consonant–vowel–consonant dense and sparse (neighborhood density) nouns
and verbs (syntactic class). Results On all dependent variables, the SLI group performed like …
density and syntactic class on word recognition in children with specific language
impairment (SLI) and typical development (TD). Method Fifteen children with SLI (M age= 6;
5 [years; months]) and 15 with TD (M age= 6; 4) completed a forward gating task that
presented consonant–vowel–consonant dense and sparse (neighborhood density) nouns
and verbs (syntactic class). Results On all dependent variables, the SLI group performed like …
Purpose
The purpose of the current study was to determine the effect of neighborhood density and syntactic class on word recognition in children with specific language impairment (SLI) and typical development (TD).
Method
Fifteen children with SLI (M age = 6;5 [years;months]) and 15 with TD (M age = 6;4) completed a forward gating task that presented consonant–vowel–consonant dense and sparse (neighborhood density) nouns and verbs (syntactic class).
Results
On all dependent variables, the SLI group performed like the TD group. Recognition performance was highest for dense words and nouns. The majority of 1st nontarget responses shared the 1st phoneme with the target (i.e., was in the target's cohort). When considering the ranking of word types from easiest to most difficult, children showed equivalent recognition performance for dense verbs and sparse nouns, which were both easier to recognize than sparse verbs but more difficult than dense nouns.
Conclusion
The current study yields new insight into how children access lexical–phonological information and syntactic class during the process of spoken word recognition. Given the identical pattern of results for the SLI and TD groups, we hypothesize that accessing lexical–phonological information may be a strength for children with SLI. We also discuss implications for using the forward gating paradigm as a measure of word recognition.
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