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Individual and Developmental Differences in Distributional Learning.

Jessica Hall1, Amanda J Owen Van Horne2, Karla K McGregor1,3

  • 1The University of Iowa, Iowa City.

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Children and adults with developmental language disorder (DLD) can learn grammatical categories from novel input, similar to typically developing peers. However, developmental differences in processing new information were observed.

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Area of Science:

  • Linguistics
  • Developmental Psychology
  • Cognitive Science

Background:

  • Developmental Language Disorder (DLD) affects language acquisition in children and adults.
  • Understanding how individuals with DLD process novel linguistic information is crucial for intervention.

Purpose of the Study:

  • To investigate if children and adults with DLD can learn grammatical category membership using distributional information in an artificial language.
  • To compare learning abilities between individuals with DLD and typically developing (TD) peers.
  • To identify developmental differences in learning within and between DLD and TD groups.

Main Methods:

  • An artificial grammar learning paradigm was employed.
  • Participants (children and adults, with and without DLD) were trained on an artificial language.
  • Grammaticality judgments of novel test items were used to assess category learning.

Main Results:

  • Individuals with DLD demonstrated similar performance to TD peers in distinguishing grammatical from ungrammatical structures.
  • No significant differences in category learning were found between age groups.
  • The order of item presentation influenced performance, with differential effects observed between child and adult participants.

Conclusions:

  • Individuals with DLD possess the capacity to form grammatical categories from novel input and utilize distributional information.
  • Developmental differences in the updating of distributional information were suggested by order effects, indicating a potential developmental timeline.