Oetting J B, Rice M L, Swank L K
Louisiana State University, Baton Rouge, USA.
J Speech Hear Res. 1995 Apr;38(2):434-45. doi: 10.1044/jshr.3802.434.
This study examined Quick Incidental Learning (QUIL) of novel vocabulary by two groups of school-age children, those who were developing language normally and those who demonstrated a specific language impairment (SLI). The experimental items consisted of 20 words that referred to one of four semantic classes: object, attribute, action, and affective state. Videotaped stories were used to introduce the novel words, and word learning was measured by a picture-pointing task. For the normally developing children, the results documented a robust ability to learn words in the early school years. Comprehension gains were observed for all four word types, with the greatest gain made on the object labels. The children with SLI also demonstrated some word-learning ability, but their gain was significantly less than that of their normally developing peers. Although the general pattern of word effects was similar across the two groups, the children with SLI demonstrated a particularly low gain on words from the action class.
本研究考察了两组学龄儿童对新词汇的快速附带学习（QUIL）情况，一组是语言发展正常的儿童，另一组是表现出特定语言障碍（SLI）的儿童。实验项目包括20个单词，这些单词归属于四个语义类别之一：物体、属性、动作和情感状态。通过录像故事来引入新单词，并通过图片指认任务来测量单词学习情况。对于语言发展正常的儿童，结果表明他们在小学早期具有很强的单词学习能力。所有四种单词类型的理解能力都有提高，其中物体标签类的提高最为显著。患有特定语言障碍的儿童也表现出一定的单词学习能力，但其提高程度明显低于语言发展正常的同龄人。尽管两组的单词效应总体模式相似，但患有特定语言障碍的儿童在动作类单词上的提高尤其低。
