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Related Experiment Video

Updated: Jun 30, 2026

Portable Intermodal Preferential Looking (IPL): Investigating Language Comprehension in Typically Developing Toddlers and Young Children with Autism

Portable Intermodal Preferential Looking (IPL): Investigating Language Comprehension in Typically Developing Toddlers and Young Children with Autism

Published on: December 14, 2012

Morpheme learning of children with specific language impairment under controlled instructional conditions.

P J Connell¹, C A Stone

¹Department of Speech and Hearing Sciences, Indiana University, Bloomington 47405.

Journal of Speech and Hearing Research

|August 1, 1992

Summary

Children with specific language impairment (SLI) learn new language forms better through imitation than modeling. This effect is specific to production, not comprehension, suggesting challenges in accessing learned rules.

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Last Updated: Jun 30, 2026

Portable Intermodal Preferential Looking (IPL): Investigating Language Comprehension in Typically Developing Toddlers and Young Children with Autism

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Published on: December 14, 2012

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Published on: April 28, 2016

Measuring Statistical Learning Across Modalities and Domains in School-Aged Children Via an Online Platform and Neuroimaging Techniques

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Published on: June 30, 2020

Area of Science:

Linguistics
Developmental Psychology
Speech-Language Pathology

Background:

Specific language impairment (SLI) affects language acquisition in children.
Understanding instructional effects on SLI is crucial for targeted interventions.
Previous research indicates varied learning strategies in children with SLI.

Purpose of the Study:

To compare the learning of novel morphemes in children with SLI versus typically developing children.
To investigate the impact of imitation versus modeling instructional conditions on morpheme acquisition.
To explore the role of output demands in SLI learning.

Main Methods:

Experimental design with three groups: children with SLI, age-matched controls, and language-matched controls.
Exposure to a novel morpheme under imitation and modeling conditions.
Assessment of morpheme production and comprehension.

Main Results:

Children with SLI demonstrated significantly better performance under the imitation condition compared to modeling.
Age-matched and language-matched controls showed no difference between instructional conditions.
The imitation advantage for SLI was observed in production but not comprehension trials.

Conclusions:

The instructional effect in SLI is specific to the need for rule access during production, not general language immaturity.
Phonological representation access may explain the observed differences in learning strategies.
Findings suggest tailored approaches for SLI language intervention focusing on production demands.