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Related Experiment Video

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Using the Visual World Paradigm to Study Sentence Comprehension in Mandarin-Speaking Children with Autism

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Spoken verb learning in children with language disorder.

Cheyenne Svaldi¹, Saskia Kohnen², Serje Robidoux²

¹Center for Language and Cognition, University of Groningen, Groningen 9700 AS, The Netherlands; Clinical and Experimental Neurolinguistics (CLIEN), Brussels Centre for Language Studies (BCLS), Language, Brain and Cognition, Vrije Universiteit Brussel (VUB), Brussels 1050, Belgium; School of Psychological Sciences, Macquarie University, Sydney, NSW 2109, Australia; International Doctorate for Experimental Approaches to Language and Brain (IDEALAB), Newcastle University, Newcastle upon Tyne NE1 7RU, UK; Macquarie University, Sydney, NSW 2109, Australia; University of Potsdam, 14469 Potsdam, Germany; University of Groningen, Groningen 9700 AS, The Netherlands.

Journal of Experimental Child Psychology

|March 3, 2024

Summary

Children with language disorder (LD) struggle with spoken verb learning, acquiring fewer words and at a slower pace than peers. Factors like verb type or visual cues did not improve learning in this study.

Keywords:

Language disorder Orthographic facilitation Verb instrumentality Verb learning Vocabulary acquisition

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Published on: May 14, 2019

Area of Science:

Developmental Psychology
Linguistics
Special Education

Background:

Children with language disorder (LD) often exhibit difficulties in acquiring new vocabulary, particularly verbs.
Previous research suggests verb learning deficits in younger children with LD, but less is known about older elementary school-aged children.
The role of semantic factors (verb instrumentality) and orthographic cues in verb acquisition for children with LD requires further investigation.

Purpose of the Study:

To investigate spoken verb learning in elementary school children with language disorder (LD).
To determine if verb instrumentality or orthographic cues facilitate verb learning in children with LD.
To explore potential mediation effects of language and reading skills on verb learning performance.

Main Methods:

A study involving 25 Dutch children with LD and 25 typically developing controls (aged 8-12 years).
Children learned 20 novel verbs (10 instrumental, 10 noninstrumental) presented via video animations, with half trained using orthographic cues.
Verb learning was assessed through animation-word matching and naming tasks, analyzed using linear mixed-effects models.

Main Results:

Children with LD demonstrated significantly poorer verb learning outcomes compared to the control group, learning fewer words and at a slower rate.
No significant effect of verb instrumentality or the presence of orthographic information on verb learning was observed.
Exploratory analyses did not find mediation effects for general language or reading skills on verb learning performance.

Conclusions:

The findings highlight persistent challenges in spoken verb learning for elementary school children with LD.
Continued vocabulary instruction is crucial to enhance verb encoding skills in this population.
Further research is needed to understand the interaction between visual stimuli and orthographic cue effectiveness in verb learning contexts for children with LD.