Abstract
This study addressed the extent to which performance on selected verbal and nonverbal measures contributes to the prediction of inflection learning. Twenty normal boys between the ages of 4:4 (years:months) and 5:7 were presented with stories designed to teach novel vocabulary and morphological inflections. A multiple regression analysis indicated that the measure of current inflection skills accounted for nearly half of the variance in inflection learning results. In addition, performance on a posttest of vocabulary learning significantly (p < .05) contributed to the prediction equation. Although closer analysis of the findings indicates that the relation between nonverbal rule learning and inflection learning warrants further investigation, none of the three nonverbal measures was a significant contributor to the prediction equation. The results suggest that inflection learning may be tied more to other language abilities than to nonverbal cognitive skills in normally developing boys.
| Original language | English (US) |
|---|---|
| Pages (from-to) | 747-754 |
| Number of pages | 8 |
| Journal | Journal of Speech and Hearing Research |
| Volume | 33 |
| Issue number | 4 |
| State | Published - 1990 |
| Externally published | Yes |
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ASJC Scopus subject areas
- Otorhinolaryngology
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Predictors of novel inflection learning by preschool-aged boys. / Nakamura, M.; Plante, Elena M; Swisher, L.
In: Journal of Speech and Hearing Research, Vol. 33, No. 4, 1990, p. 747-754.Research output: Contribution to journal › Article
}
TY - JOUR
T1 - Predictors of novel inflection learning by preschool-aged boys
AU - Nakamura, M.
AU - Plante, Elena M
AU - Swisher, L.
PY - 1990
Y1 - 1990
N2 - This study addressed the extent to which performance on selected verbal and nonverbal measures contributes to the prediction of inflection learning. Twenty normal boys between the ages of 4:4 (years:months) and 5:7 were presented with stories designed to teach novel vocabulary and morphological inflections. A multiple regression analysis indicated that the measure of current inflection skills accounted for nearly half of the variance in inflection learning results. In addition, performance on a posttest of vocabulary learning significantly (p < .05) contributed to the prediction equation. Although closer analysis of the findings indicates that the relation between nonverbal rule learning and inflection learning warrants further investigation, none of the three nonverbal measures was a significant contributor to the prediction equation. The results suggest that inflection learning may be tied more to other language abilities than to nonverbal cognitive skills in normally developing boys.
AB - This study addressed the extent to which performance on selected verbal and nonverbal measures contributes to the prediction of inflection learning. Twenty normal boys between the ages of 4:4 (years:months) and 5:7 were presented with stories designed to teach novel vocabulary and morphological inflections. A multiple regression analysis indicated that the measure of current inflection skills accounted for nearly half of the variance in inflection learning results. In addition, performance on a posttest of vocabulary learning significantly (p < .05) contributed to the prediction equation. Although closer analysis of the findings indicates that the relation between nonverbal rule learning and inflection learning warrants further investigation, none of the three nonverbal measures was a significant contributor to the prediction equation. The results suggest that inflection learning may be tied more to other language abilities than to nonverbal cognitive skills in normally developing boys.
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UR - http://www.scopus.com/inward/citedby.url?scp=0025648755&partnerID=8YFLogxK
M3 - Article
C2 - 2273887
AN - SCOPUS:0025648755
VL - 33
SP - 747
EP - 754
JO - Journal of Speech, Language, and Hearing Research
JF - Journal of Speech, Language, and Hearing Research
SN - 1092-4388
IS - 4
ER -