{"title":"患有和未患有语言发育障碍的学龄前儿童的统计学习:研究语言状况、年龄和先前学习的影响。","authors":"Leah L Kapa, Heidi M Mettler","doi":"10.1044/2024_JSLHR-23-00602","DOIUrl":null,"url":null,"abstract":"<p><strong>Purpose: </strong>Our goal was to compare statistical learning abilities between preschoolers with developmental language disorder (DLD) and peers with typical development (TD) by assessing their learning of two artificial grammars.</p><p><strong>Method: </strong>Four- and 5-year-olds with and without DLD were compared on their statistical learning ability using two artificial grammars. After learning an <i>aX</i> grammar, participants learned a relatively more complex <i>abX</i> grammar with a nonadjacent relationship between <i>a</i> and <i>X</i>. Participants were tested on their generalization of the grammatical pattern to new sequences with novel <i>X</i> elements that conformed to (<i>aX, abX</i>) or violated (<i>Xa, baX</i>) the grammars.</p><p><strong>Results: </strong>Results revealed an interaction between age and language group. Four-year-olds with and without DLD performed equivalently on the <i>aX</i> and <i>abX</i> grammar tests, and neither of the 4-year-old groups' accuracy scores exceeded chance. In contrast, among 5-year-olds, TD participants scored significantly higher on <i>aX</i> tests compared to participants with DLD, but the groups' <i>abX</i> scores did not differ. Five-year-old participants with DLD did not exceed chance on any test, whereas 5-year-old TD participants' scores exceeded chance on all grammar learning outcomes. Regression analyses indicated that <i>aX</i> performance positively predicted learning outcomes on the subsequent <i>abX</i> grammar for TD participants.</p><p><strong>Conclusion: </strong>These results indicate that preschool-age participants with DLD show deficits relative to typical peers in statistical learning, but group differences vary with participant age and type of grammatical structure being tested.</p><p><strong>Supplemental material: </strong>https://doi.org/10.23641/asha.26487376.</p>","PeriodicalId":51254,"journal":{"name":"Journal of Speech Language and Hearing Research","volume":null,"pages":null},"PeriodicalIF":2.2000,"publicationDate":"2024-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11427435/pdf/","citationCount":"0","resultStr":"{\"title\":\"Statistical Learning Among Preschoolers With and Without Developmental Language Disorder: Examining Effects of Language Status, Age, and Prior Learning.\",\"authors\":\"Leah L Kapa, Heidi M Mettler\",\"doi\":\"10.1044/2024_JSLHR-23-00602\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p><strong>Purpose: </strong>Our goal was to compare statistical learning abilities between preschoolers with developmental language disorder (DLD) and peers with typical development (TD) by assessing their learning of two artificial grammars.</p><p><strong>Method: </strong>Four- and 5-year-olds with and without DLD were compared on their statistical learning ability using two artificial grammars. After learning an <i>aX</i> grammar, participants learned a relatively more complex <i>abX</i> grammar with a nonadjacent relationship between <i>a</i> and <i>X</i>. Participants were tested on their generalization of the grammatical pattern to new sequences with novel <i>X</i> elements that conformed to (<i>aX, abX</i>) or violated (<i>Xa, baX</i>) the grammars.</p><p><strong>Results: </strong>Results revealed an interaction between age and language group. Four-year-olds with and without DLD performed equivalently on the <i>aX</i> and <i>abX</i> grammar tests, and neither of the 4-year-old groups' accuracy scores exceeded chance. In contrast, among 5-year-olds, TD participants scored significantly higher on <i>aX</i> tests compared to participants with DLD, but the groups' <i>abX</i> scores did not differ. Five-year-old participants with DLD did not exceed chance on any test, whereas 5-year-old TD participants' scores exceeded chance on all grammar learning outcomes. Regression analyses indicated that <i>aX</i> performance positively predicted learning outcomes on the subsequent <i>abX</i> grammar for TD participants.</p><p><strong>Conclusion: </strong>These results indicate that preschool-age participants with DLD show deficits relative to typical peers in statistical learning, but group differences vary with participant age and type of grammatical structure being tested.</p><p><strong>Supplemental material: </strong>https://doi.org/10.23641/asha.26487376.</p>\",\"PeriodicalId\":51254,\"journal\":{\"name\":\"Journal of Speech Language and Hearing Research\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":2.2000,\"publicationDate\":\"2024-09-12\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11427435/pdf/\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal of Speech Language and Hearing Research\",\"FirstCategoryId\":\"3\",\"ListUrlMain\":\"https://doi.org/10.1044/2024_JSLHR-23-00602\",\"RegionNum\":2,\"RegionCategory\":\"医学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"2024/8/7 0:00:00\",\"PubModel\":\"Epub\",\"JCR\":\"Q1\",\"JCRName\":\"AUDIOLOGY & SPEECH-LANGUAGE PATHOLOGY\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Speech Language and Hearing Research","FirstCategoryId":"3","ListUrlMain":"https://doi.org/10.1044/2024_JSLHR-23-00602","RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"2024/8/7 0:00:00","PubModel":"Epub","JCR":"Q1","JCRName":"AUDIOLOGY & SPEECH-LANGUAGE PATHOLOGY","Score":null,"Total":0}
Statistical Learning Among Preschoolers With and Without Developmental Language Disorder: Examining Effects of Language Status, Age, and Prior Learning.
Purpose: Our goal was to compare statistical learning abilities between preschoolers with developmental language disorder (DLD) and peers with typical development (TD) by assessing their learning of two artificial grammars.
Method: Four- and 5-year-olds with and without DLD were compared on their statistical learning ability using two artificial grammars. After learning an aX grammar, participants learned a relatively more complex abX grammar with a nonadjacent relationship between a and X. Participants were tested on their generalization of the grammatical pattern to new sequences with novel X elements that conformed to (aX, abX) or violated (Xa, baX) the grammars.
Results: Results revealed an interaction between age and language group. Four-year-olds with and without DLD performed equivalently on the aX and abX grammar tests, and neither of the 4-year-old groups' accuracy scores exceeded chance. In contrast, among 5-year-olds, TD participants scored significantly higher on aX tests compared to participants with DLD, but the groups' abX scores did not differ. Five-year-old participants with DLD did not exceed chance on any test, whereas 5-year-old TD participants' scores exceeded chance on all grammar learning outcomes. Regression analyses indicated that aX performance positively predicted learning outcomes on the subsequent abX grammar for TD participants.
Conclusion: These results indicate that preschool-age participants with DLD show deficits relative to typical peers in statistical learning, but group differences vary with participant age and type of grammatical structure being tested.
期刊介绍:
Mission: JSLHR publishes peer-reviewed research and other scholarly articles on the normal and disordered processes in speech, language, hearing, and related areas such as cognition, oral-motor function, and swallowing. The journal is an international outlet for both basic research on communication processes and clinical research pertaining to screening, diagnosis, and management of communication disorders as well as the etiologies and characteristics of these disorders. JSLHR seeks to advance evidence-based practice by disseminating the results of new studies as well as providing a forum for critical reviews and meta-analyses of previously published work.
Scope: The broad field of communication sciences and disorders, including speech production and perception; anatomy and physiology of speech and voice; genetics, biomechanics, and other basic sciences pertaining to human communication; mastication and swallowing; speech disorders; voice disorders; development of speech, language, or hearing in children; normal language processes; language disorders; disorders of hearing and balance; psychoacoustics; and anatomy and physiology of hearing.