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Related Experiment Video

Updated: Jul 19, 2026

Eye Tracking During Visually Situated Language Comprehension: Flexibility and Limitations in Uncovering Visual Context Effects
07:36

Eye Tracking During Visually Situated Language Comprehension: Flexibility and Limitations in Uncovering Visual Context Effects

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Lexical-semantic processing in preschoolers with Developmental Language Disorder: an eye tracking study.

Ernesto Guerra1, Carmen Julia Coloma1,2, Andrea Helo1,2,3

  • 1Centro de Investigación Avanzada en Educación, Instituto de Educación, Universidad de Chile, Santiago, Chile.

Frontiers in Psychology
|May 29, 2024
PubMed
Summary

Children with Developmental Language Disorder (DLD) show similar real-time word comprehension for frequent words compared to typically developing peers. This suggests frequent nouns may not pose significant lexical access challenges for children with DLD.

Keywords:
Developmental Language Disordereye trackinglexical retrievalsemantic competitionsemantic processing

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Area of Science:

  • Psycholinguistics
  • Developmental Psychology
  • Speech and Language Pathology

Background:

  • Children with Developmental Language Disorder (DLD) may have difficulties with lexical access and retrieval.
  • The precise nature of lexical-semantic processing challenges in DLD is not fully understood.
  • Previous research indicates potential for increased lexical competition in children with DLD.

Purpose of the Study:

  • To investigate real-time lexical-semantic processing in preschool children with DLD.
  • To compare visually situated spoken word comprehension between children with DLD and typical development (TD).
  • To examine how semantic relationships influence word recognition in children with DLD.

Main Methods:

  • Utilized eye-tracking methodology to monitor visual attention during spoken word comprehension.
  • Presented children with DLD and TD peers with semantically related and unrelated visual stimuli.
  • Analyzed real-time comprehension of frequent nouns in a visually situated context.

Main Results:

  • Both DLD and TD groups showed similar comprehension of semantic relationships for frequent nouns.
  • Both groups disregarded semantic competitors when the correct referent was visually present.
  • Both groups favored semantic competitors when presented with an unrelated visual referent.

Conclusions:

  • Preschoolers with DLD demonstrate comparable lexical access for frequent words to their TD peers.
  • Frequent nouns do not appear to present greater comprehension difficulties for children with DLD.
  • Further research on less frequent words is needed for a complete understanding of DLD lexical abilities.