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Published on: September 27, 2020
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Weaknesses in Lexical-Semantic Knowledge Among College Students With Specific Learning Disabilities: Evidence From a
Jessica Hall1, Karla K McGregor1, Jacob Oleson1
1The University of Iowa, Iowa City.
Summary
Young adults with learning disabilities (LD) show reduced semantic fluency due to persistent lexical-semantic memory deficits. These challenges impact word retrieval and cluster size, particularly in more severe cases.
Area of Science:
- Neuroscience
- Psycholinguistics
- Developmental Psychology
Background:
- Specific learning disabilities (LD) can impact cognitive functions beyond early education.
- Executive functions and lexical-semantic memory are crucial for complex language tasks.
- Understanding these challenges in postsecondary students with LD is vital for support.
Purpose of the Study:
- To investigate if executive function and lexical-semantic memory deficits affect linguistic performance in young adults with LD.
- To compare the language abilities of students with LD and normal language development (ND) in a postsecondary setting.
Main Methods:
- 185 students (53 LD, 132 ND) participated.
- Participants completed naming tasks (animals, food) and tests of lexical-semantic knowledge and executive control.
- Analyses focused on fluency, cluster size, switching, and change over time.
Main Results:
- Students with LD demonstrated lower overall fluency compared to the ND group.
- Within the LD group, lexical-semantic knowledge predicted semantic fluency and cluster size.
- Executive control of memory predicted semantic fluency and cluster switches; LD students produced smaller, less embedded clusters.
Conclusions:
- Lexical-semantic deficits associated with LD can persist into young adulthood, affecting college students.
- Compromised semantic fluency is linked to these lexical-semantic deficits, especially in more severe LD cases.
- These findings highlight the need for targeted interventions for language and memory in higher education.
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