Predictors of novel inflection learning by preschool-aged boys

M. Nakamura, Elena M Plante, L. Swisher

Research output: Contribution to journalArticle

5 Citations (Scopus)

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 languageEnglish (US)
Pages (from-to)747-754
Number of pages8
JournalJournal of Speech and Hearing Research
Volume33
Issue number4
StatePublished - 1990
Externally publishedYes

Fingerprint

Learning
learning
Vocabulary
vocabulary
Aptitude
performance
Inflection
Predictors
Boys
regression analysis
Language
Regression Analysis
ability
language
Prediction
Equations

ASJC Scopus subject areas

  • Otorhinolaryngology

Cite this

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 journalArticle

@article{b26ed486b9db4b75aac8135dd304b11d,
title = "Predictors of novel inflection learning by preschool-aged boys",
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.",
author = "M. Nakamura and Plante, {Elena M} and L. Swisher",
year = "1990",
language = "English (US)",
volume = "33",
pages = "747--754",
journal = "Journal of Speech, Language, and Hearing Research",
issn = "1092-4388",
publisher = "American Speech-Language-Hearing Association (ASHA)",
number = "4",

}

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.

UR - http://www.scopus.com/inward/record.url?scp=0025648755&partnerID=8YFLogxK

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 -