Fast mapping of verbs by children with specific language impairment

Clinical Linguistics and Phonetics

Volumn 16, Issue 1, 2002, Pages 59-77

  Eyer, Julia A ^a   Leonard, Laurence B ^a   Bedore, Lisa M ^a   McGregor, Karla K ^a   Anderson, Bertha ^a   Viescas, Rebecca ^a  

^a OUR LADY OF THE LAKE UNIVERSITY   (United States)

Author keywords

Fast mapping; Specific language impairment; Verb learning

Indexed keywords

AGE; ARTICLE; CLINICAL ARTICLE; CONTROLLED STUDY; FEMALE; GROUP PSYCHOLOGY; HUMAN; LANGUAGE; LANGUAGE DISABILITY; MALE; PRESCHOOL CHILD; PRIORITY JOURNAL; WORD RECOGNITION;

CHILD; CHILD, PRESCHOOL; FEMALE; HUMANS; LANGUAGE DISORDERS; MALE; RANDOM ALLOCATION; TIME FACTORS; VERBAL LEARNING; VOCABULARY;

EID: 0036188161     PISSN: 02699206     EISSN: None     Source Type: Journal    
DOI: 10.1080/02699200110102269     Document Type: Article

References (64)

1. Morphological cues to verb meaning: Verb inflections and the initial mapping of verb meanings
2. A case of delayed speech
3. The underlying nature of specific language impairment
4. Linguistic determinism and the part of speech
5. Young children's use of phrase structure and inflectional information in form-class assignments of novel nouns and verbs
6. Fast mapping in normal and language-impaired children
7. Lexical verbs and language impairment: A case study
8. Characterizing language impairment in children: An exploratory study
9. Implicit contrast in adjectives vs. nouns: Implications for word-learning in preschoolers
10. How two-year-old children interpret proper and common names for unfamiliar objects
11. Acquisition of nouns and verbs in Mandarin and English
12. Why nouns are learned before verbs: Linguistic relativity versus natural partitioning
13. The structural sources of verb meanings
14. A picture is worth a thousand words, but that's the problem: The role of syntax in vocabulary acquisition
15. How children identify nouns verses verbs
16. Lexical principles may underlie the learning of verbs
17. Vocabulary acquisition problems in language disordered children
18. New evidence that children with specific language impairment have difficulty with syntactic bootstrapping and that memory deficits play a role
19. Syntactic bootstrapping by children with SLI: Implications for a theory of specific language impairment
20. Specific language disorders in the child
21. Specific language impairment in three languages: Some cross-linguistic evidence
22. Syntactic and semantic aspects of the utterances of language-impaired children: The same can be less
23. The use of grammatical morphemes by children with communication disorders
24. What's in a name? A study of how children learn common and proper names
25. Grammatical problems in school-age children with specific language impairment
26. Verbs of a feather flock together: Semantic information in the structure of maternal speech
27. Canonical linking rules: Forward versus reverse linking in normally developing and specifically language-impaired children
28. Language learnability and specific language impairment in children
29. The use of morphology by children with specific language impairment: Evidence from three languages
30. Three accounts of the grammatical morpheme difficulties of English-speaking children with specific language impairment
31. Grammatical morphology and speech perception in children with specific language impairment
32. How the acquisition of nouns may be different from that of verbs
33. Intervention for word-finding deficits in children
34. Young two-year-olds' tendency to map novel verbs onto novel actions
35. Four-year-olds' disambiguation of action and object word reference
36. The relation between age and mean length of utterance in morphemes
37. Delayed speech and developmental aphasia
38. Children acquire word meaning components from syntactic evidence
39. A child who would not talk
40. Children with SLI use argument structure cues to learn verbs
41. Quick incidental learning (QUIL) of words by school-age children with and without SLI
42. Syntactic bootstrapping in children with specific language impairment
43. Outcome of toddlers with expressive language delay
44. Children with specific language impairment: Toward a model of teachability
45. Fast mapping word-learning abilities of language-delayed preschoolers
46. Specific-language-impaired children's quick incidental learning of words: The effect of a pause
47. The use of syntactic cues in lexical acquisition by children with SLI
48. Frequency of input effects on word comprehension of children with specific language impairment
49. Toward tense as a clinical marker of specific language impairment in English-speaking children
50. The use of grammatical morphemes by normal and language-impaired children
51. Adjectives and nouns: Children's strategies for learning new words
52. Language and gesture in late talkers: A 1-year follow-up
53. Two-year-olds use pragmatic cues to differentiate reference to objects and actions
54. Joint attention on actions: Acquiring verbs in ostensive and non-ostensive contexts
55. Measuring children's lexical diversity: Differentiating typical and impaired language learners
56. Treatment of a child with delayed speech