Children with specific language impairment show rapid, implicit learning of stress assignment rules

Elena M Plante, Megha Bahl, Rebecca Vance, Louann Gerken

Research output: Contribution to journalArticle

11 Citations (Scopus)

Abstract

An implicit learning paradigm was used to assess children's sensitivity to syllable stress information in an artificial language. Study 1 demonstrated that preschool children, with and without specific language impairment (SLI), can generalize patterns of stress heard during a brief period of familiarization, and can also abstract underlying ordered rules by which stress patterns were assigned to syllables. In Study 2, the salience of stressed elements was acoustically enhanced. Counter to expectations, there was no evidence of learning with this manipulation for either the typically developing children or children with SLI. The results suggest that children with SLI and their typically developing peers are sensitive to syllable stress cues to language structure. However, attempts to draw attention to these patterns by making them more salient may prompt children to use alternate learning strategies that do not lead to an implicit understanding of how stress contributes to the structure of language.Learning outcomes: The reader will be able to understand: (1) that children with SLI can learn and generalize the rules for assigning word-level stress patterns within minutes of hearing examples, but (2) strategies to enhance learning may actually have the opposite effect for these children.

Original languageEnglish (US)
Pages (from-to)397-406
Number of pages10
JournalJournal of Communication Disorders
Volume43
Issue number5
DOIs
StatePublished - Sep 2010

Fingerprint

Language
Learning
language
learning
Preschool Children
preschool child
learning strategy
Hearing
Cues
manipulation
paradigm
evidence

ASJC Scopus subject areas

  • Linguistics and Language
  • Speech and Hearing
  • Cognitive Neuroscience
  • Experimental and Cognitive Psychology
  • LPN and LVN

Cite this

Children with specific language impairment show rapid, implicit learning of stress assignment rules. / Plante, Elena M; Bahl, Megha; Vance, Rebecca; Gerken, Louann.

In: Journal of Communication Disorders, Vol. 43, No. 5, 09.2010, p. 397-406.

Research output: Contribution to journalArticle

@article{2e847a49400144478803972074905b3e,
title = "Children with specific language impairment show rapid, implicit learning of stress assignment rules",
abstract = "An implicit learning paradigm was used to assess children's sensitivity to syllable stress information in an artificial language. Study 1 demonstrated that preschool children, with and without specific language impairment (SLI), can generalize patterns of stress heard during a brief period of familiarization, and can also abstract underlying ordered rules by which stress patterns were assigned to syllables. In Study 2, the salience of stressed elements was acoustically enhanced. Counter to expectations, there was no evidence of learning with this manipulation for either the typically developing children or children with SLI. The results suggest that children with SLI and their typically developing peers are sensitive to syllable stress cues to language structure. However, attempts to draw attention to these patterns by making them more salient may prompt children to use alternate learning strategies that do not lead to an implicit understanding of how stress contributes to the structure of language.Learning outcomes: The reader will be able to understand: (1) that children with SLI can learn and generalize the rules for assigning word-level stress patterns within minutes of hearing examples, but (2) strategies to enhance learning may actually have the opposite effect for these children.",
author = "Plante, {Elena M} and Megha Bahl and Rebecca Vance and Louann Gerken",
year = "2010",
month = "9",
doi = "10.1016/j.jcomdis.2010.04.012",
language = "English (US)",
volume = "43",
pages = "397--406",
journal = "Journal of Communication Disorders",
issn = "0021-9924",
publisher = "Elsevier Inc.",
number = "5",

}

TY - JOUR

T1 - Children with specific language impairment show rapid, implicit learning of stress assignment rules

AU - Plante, Elena M

AU - Bahl, Megha

AU - Vance, Rebecca

AU - Gerken, Louann

PY - 2010/9

Y1 - 2010/9

N2 - An implicit learning paradigm was used to assess children's sensitivity to syllable stress information in an artificial language. Study 1 demonstrated that preschool children, with and without specific language impairment (SLI), can generalize patterns of stress heard during a brief period of familiarization, and can also abstract underlying ordered rules by which stress patterns were assigned to syllables. In Study 2, the salience of stressed elements was acoustically enhanced. Counter to expectations, there was no evidence of learning with this manipulation for either the typically developing children or children with SLI. The results suggest that children with SLI and their typically developing peers are sensitive to syllable stress cues to language structure. However, attempts to draw attention to these patterns by making them more salient may prompt children to use alternate learning strategies that do not lead to an implicit understanding of how stress contributes to the structure of language.Learning outcomes: The reader will be able to understand: (1) that children with SLI can learn and generalize the rules for assigning word-level stress patterns within minutes of hearing examples, but (2) strategies to enhance learning may actually have the opposite effect for these children.

AB - An implicit learning paradigm was used to assess children's sensitivity to syllable stress information in an artificial language. Study 1 demonstrated that preschool children, with and without specific language impairment (SLI), can generalize patterns of stress heard during a brief period of familiarization, and can also abstract underlying ordered rules by which stress patterns were assigned to syllables. In Study 2, the salience of stressed elements was acoustically enhanced. Counter to expectations, there was no evidence of learning with this manipulation for either the typically developing children or children with SLI. The results suggest that children with SLI and their typically developing peers are sensitive to syllable stress cues to language structure. However, attempts to draw attention to these patterns by making them more salient may prompt children to use alternate learning strategies that do not lead to an implicit understanding of how stress contributes to the structure of language.Learning outcomes: The reader will be able to understand: (1) that children with SLI can learn and generalize the rules for assigning word-level stress patterns within minutes of hearing examples, but (2) strategies to enhance learning may actually have the opposite effect for these children.

UR - http://www.scopus.com/inward/record.url?scp=77955662819&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=77955662819&partnerID=8YFLogxK

U2 - 10.1016/j.jcomdis.2010.04.012

DO - 10.1016/j.jcomdis.2010.04.012

M3 - Article

VL - 43

SP - 397

EP - 406

JO - Journal of Communication Disorders

JF - Journal of Communication Disorders

SN - 0021-9924

IS - 5

ER -