Boys Town National Research Hospital, Omaha, NE.
University of Iowa, Iowa City.
J Speech Lang Hear Res. 2020 Sep 15;63(9):3117-3129. doi: 10.1044/2020_JSLHR-19-00418. Epub 2020 Aug 13.
Purpose The aim of the study was to determine the integrity of fast mapping among adults with developmental language disorder (DLD). Method Forty-eight adults with DLD or typical language development (TD) were presented with 24 novel words and photos of their unfamiliar referents from the semantic categories of or in two conditions. In the fast-mapping condition, 12 of the 24 unfamiliar referents were presented, one at a time alongside a familiar referent (e.g., a dog) and a question (e.g., ). In the explicit-encoding condition, the other 12 unfamiliar referents were presented alone, one at a time, with a label (e.g., ). Immediately after exposure (T1) and again after a 1-day interval (T2), memory for the word-to-exemplar link was measured with a three-alternative forced-choice test, requiring the participant to match a spoken word to one of three pictured referents from the training set. At T2, memory for semantic category information was measured with a four-alternative forced-choice test, requiring the participant to match a spoken word to one of four prototypical silhouettes representing each of the semantic categories. Results Performance on word-to-exemplar link recognition was stronger for words learned in the explicit-encoding than the fast-mapping condition and stronger for the TD group than the DLD group. Time was not a significant factor as both groups maintained posttraining levels of performance after a 1-day retention interval. Performance on semantic category recognition was stronger for words learned in the explicit-encoding than the fast-mapping condition and stronger for the TD group than the DLD group. The lower category recognition performance of the DLD group was related to their lower nonverbal IQ scores. Conclusion Contexts that allow for explicit encoding yield better learning of word-to-referent links than contexts that allow for fast mapping in both stronger and weaker learners. Adults with DLD have difficulty learning the link between words and referents, whether trained via fast mapping or explicit encoding and whether tested with exemplar or category referents. Retention is a relative strength for adults with DLD. Supplemental Material https://doi.org/10.23641/asha.12765551.
目的 本研究旨在确定发育性语言障碍（DLD）成人之间快速映射的完整性。 方法 48 名 DLD 或典型语言发育（TD）成人在两种条件下接受了 24 个来自 或 语义范畴的新单词和其不熟悉的指称物的照片。在快速映射条件下，24 个不熟悉的指称物中的 12 个被逐个呈现，与一个熟悉的指称物（例如狗）和一个问题（例如）一起呈现。在显式编码条件下，其余 12 个不熟悉的指称物单独呈现，一次一个，带有标签（例如）。在暴露后立即（T1）和 1 天后（T2），通过三选一强制选择测试测量对单词-示例链接的记忆，要求参与者从训练集中匹配一个听到的单词与三个图片指称物之一。在 T2 时，通过四选一强制选择测试测量语义类别信息的记忆，要求参与者从四个原型轮廓中匹配一个听到的单词与代表每个语义类别的轮廓之一。 结果 单词-示例链接识别的表现对于在显式编码条件下学习的单词比对在快速映射条件下学习的单词更强，对于 TD 组比对 DLD 组更强。时间不是一个重要因素，因为两组在 1 天保留间隔后都保持了训练后的表现水平。在显式编码条件下学习的单词在语义类别识别上的表现强于在快速映射条件下学习的单词，并且在 TD 组中的表现强于在 DLD 组中的表现。DLD 组的较低类别识别性能与他们较低的非语言智商分数有关。 结论 允许显式编码的上下文比允许快速映射的上下文在更强和较弱学习者中都能更好地学习单词-指称物之间的链接。无论通过快速映射还是显式编码进行训练，以及通过示例还是类别指称物进行测试，DLD 成人都难以学习单词和指称物之间的联系。保留是 DLD 成人的相对优势。 补充材料 https://doi.org/10.23641/asha.12765551.
