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Titolo:
THE INFLUENCE OF PROSODIC AND GESTURAL CUES ON NOVEL WORD ACQUISITIONBY CHILDREN WITH SPECIFIC LANGUAGE IMPAIRMENT
Autore:
WEISMER SE; HESKETH LJ;
Indirizzi:
UNIV WISCONSIN,WAISMAN CTR MENTAL RETARDAT & HUMAN DEV,ROOM 473,1500 HIGHLAND AVE MADISON WI 53705 UNIV WISCONSIN,DEPT COMMUNICAT DISORDERS MADISON WI 53705
Titolo Testata:
Journal of speech and hearing research
fascicolo: 5, volume: 36, anno: 1993,
pagine: 1013 - 1025
SICI:
0022-4685(1993)36:5<1013:TIOPAG>2.0.ZU;2-G
Fonte:
ISI
Lingua:
ENG
Soggetto:
PASSAGE COMPREHENSION; DEVELOPMENTAL APHASIA; AUDITORY COMPREHENSION; SENSORY MODALITY; REACTION-TIME; SPEAKING RATE; STRESS; SPEECH; PERCEPTION; LISTENERS;
Keywords:
LANGUAGE DISORDERS; LINGUISTIC INPUT; SPEAKING RATE; STRESS PATTERNS; GESTURES;
Tipo documento:
Article
Natura:
Periodico
Settore Disciplinare:
Social Sciences Citation Index
Social Sciences Citation Index
Citazioni:
83
Recensione:
Indirizzi per estratti:
Citazione:
S.E. Weismer e L.J. Hesketh, "THE INFLUENCE OF PROSODIC AND GESTURAL CUES ON NOVEL WORD ACQUISITIONBY CHILDREN WITH SPECIFIC LANGUAGE IMPAIRMENT", Journal of speech and hearing research, 36(5), 1993, pp. 1013-1025

Abstract

The purpose of this study was to investigate the effects of prosodic and gestural cues on children's lexical learning. Acquisition of novelwords was examined under linguistic input conditions that varied in terms of rate of speech, stress, and use of supplemental visual cues (i.e., gestures). Sixteen kindergarten children served as subjects in this study, including 8 children with normal language (NL) and 8 children with specific language impairment (SLI). A repeated-measures design was used such that all subjects in both groups participated in each ofthe three experimental conditions (the Rate, Stress, and Visual Condition). Results indicated that acquisition of novel words by the groupswith NL and SLI was significantly affected by alterations in speakingrate and by the use of gestures accompanying spoken language. There were no statistically significant effects for the stress manipulations,although subjects with SLI tended to correctly produce novel words that had received emphatic stress during training more often than words presented with neutral stress. Implications of these findings are discussed with respect to the importance of considering how the manner of presentation of the linguistic signal influences the processing and acquisition of language.

ASDD Area Sistemi Dipartimentali e Documentali, Università di Bologna, Catalogo delle riviste ed altri periodici
Documento generato il 30/11/20 alle ore 19:48:49