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The relationship of grammatical judgment and implicit learning in 4- to 6-year-old children with and without specific language impairment

Title
The relationship of grammatical judgment and implicit learning in 4- to 6-year-old children with and without specific language impairment
Authors
Yang Y.Yim D.
Ewha Authors
임동선
SCOPUS Author ID
임동선scopus
Issue Date
2017
Journal Title
Communication Sciences and Disorders
ISSN
2288-1328JCR Link
Citation
Communication Sciences and Disorders vol. 22, no. 1, pp. 35 - 46
Keywords
Children with language impairmentCognitive flexibilityGrammatical judgmentImplicit learningJoint probability
Publisher
Korean Academy of Speech-Language Pathology and Audiology
Indexed
SCOPUS scopus
Document Type
Article
Abstract
Objectives: This study examined cognitive flexibility in implicit learning through manipulating item frequency and predictive probability in children with and without specific language impairment (SLI). The purpose of this study was to determine whether a significant difference in non-linguistic implicit learning ability would be found between children with SLI and their typically developing (TD) peers and identify a significant factor for distinguishing between SLI and TD groups. Methods: Sixteen 4- to 6-year-old children with SLI and 15 age-matched children with TD participated in this study. Accuracy and RTs were obtained via the Grammatical Judgment Task (GJT) and non-linguistic implicit learning task, where item frequencies and probability were considered simultaneously. The accuracy (%) and response time (ms) in the implicit learning task were recorded using E-Prime Software. A repeated measure of ANOVA, Pearson's product moment correlation coefficient, and discriminant analysis were used for data analysis. Results: The results showed that the SLI group had significantly lower accuracy and longer response time on the implicit learning task than the TD group; a significant difference between low frequency/low probability and the other conditions between the SLI and the TD groups was found only for accuracy; and RT in HL (conflict high frequency/low relational probability) condition was a significant factor for identifying SLI. Conclusion: When compared to peer TD children, children with SLI are less sensitive to certain rules if both frequency and probability are at lower levels. These difficulties are closely associated with their grammatical judgment performance. © 2017 Korean Academy of Speech-Language Pathology and Audiology.
DOI
10.12963/csd.17362
Appears in Collections:
사범대학 > 언어병리학과 > Journal papers
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