Department of Speech, Language, and Hearing Sciences, 2501 Kittredge Loop Road, 409 UCB, University of Colorado, Boulder, CO 80309, USA.
J Speech Lang Hear Res. 2010 Jun;53(3):739-56. doi: 10.1044/1092-4388(2009/08-0248).
The present study is a meta-analysis that examines the difference in novel word learning performance between children with primary language impairment (LI) and typically developing children. Participant and task characteristics were examined as variables that potentially moderated children's word learning.
Eight hundred and forty-six published studies were retrieved from conventional databases (PsycINFO, MEDLINE, and Web of Science). Of these studies, 28 met the criteria for inclusion in the meta-analysis, yielding 244 effect sizes across experimental conditions.
LI groups showed significantly lower word learning performance than typical age-matched groups and equivalent performance to typical language-matched groups. Moderator analyses showed that the magnitude of the group difference relative to age peers was significantly associated with participants' chronological age, receptive language and cognitive abilities, task and novel word type, and the extent of novel word exposure.
The difference in novel word learning performance between children with LI and age-matched children is strongly affected by task and participant characteristics in the primary studies.
本研究为元分析，旨在考察主要语言障碍（LI）儿童与正常发展儿童在新词学习表现上的差异。参与者和任务特征被视为潜在的调节儿童词汇学习的变量进行了考察。
从传统数据库（PsycINFO、MEDLINE 和 Web of Science）中检索了 846 项已发表的研究。在这些研究中，有 28 项符合纳入元分析的标准，在实验条件下产生了 244 个效应量。
LI 组的新词学习表现明显低于同龄匹配组，与典型语言匹配组的表现相当。对调节变量的分析表明，与年龄匹配组相比，组间差异的大小与参与者的实际年龄、接受性语言和认知能力、任务和新词类型以及新词的暴露程度显著相关。
LI 儿童与年龄匹配儿童在新词学习表现上的差异受到原始研究中任务和参与者特征的强烈影响。
