Department of Speech and Language Therapy, Research Unit on Childhood, University of Liège, 4000 Liège, Belgium; FRESH Fund, Fonds de la Recherche Scientifique (F.R.S.)-Fonds National de la Recherche Scientifique (FNRS), Belgium.
Laboratoire d'Etude de l'Apprentissage et du Développement (LEAD), CNRS, UMR 5022, University of Bourgogne Franche-Comté, 21078 Dijon, France.
J Exp Child Psychol. 2021 Feb;202:105010. doi: 10.1016/j.jecp.2020.105010. Epub 2020 Nov 6.
In this study, we investigated the ability of children with developmental language disorder (DLD) to extend nouns referring to different categories of novel objects. In a word extension task, we used several types of object entities (solid, animate, nonsolid, functional, and spatial relations) for which children needed to attend to diverse properties (shape, texture, role, or spatial relation) to decide category membership. We compared 15 school-aged children with DLD with typically developing (TD) children matched on either age or vocabulary. Our results indicate that children with DLD were impaired in extending novel words for nonsolid substances and relational objects, whereas age-matched TD children performed well for all object classes. Similar to children with DLD, TD children matched on language had difficulty in extending spatial relation categories. We also show that children with DLD needed more learning exemplars and relied more on shape-based information than TD children, especially for spatial configuration objects. Overall, our findings suggest that children are able to learn regularities between object properties and category organization and to focus on diverse features according to the object presented when extending novel nouns. They also provide clear evidence linking DLD to deficits in novel name generalization and word learning.
在这项研究中，我们调查了发育性语言障碍（DLD）儿童扩展指称不同类别新物体名词的能力。在一个单词扩展任务中，我们使用了几种类型的物体实体（固体、有生命的、非固体、功能的和空间关系），儿童需要注意不同的属性（形状、质地、角色或空间关系）来确定类别归属。我们将 15 名患有 DLD 的学龄儿童与在年龄或词汇量上相匹配的典型发育（TD）儿童进行了比较。我们的结果表明，患有 DLD 的儿童在扩展非固体物质和关系物体的新单词方面存在障碍，而年龄匹配的 TD 儿童在所有物体类别上表现良好。与患有 DLD 的儿童类似，在语言上匹配的 TD 儿童在扩展空间关系类别方面也有困难。我们还表明，患有 DLD 的儿童需要更多的学习范例，并且比 TD 儿童更多地依赖基于形状的信息，尤其是对于空间配置物体。总体而言，我们的研究结果表明，儿童能够学习物体属性和类别组织之间的规律，并在扩展新名词时根据呈现的物体来关注不同的特征。它们还提供了明确的证据，将 DLD 与新颖名称泛化和单词学习的缺陷联系起来。
