Encoding Deficits Impede Word Learning and Memory in Adults With Developmental Language Disorders.

ABSTRACT:

Purpose

The aim of this study was to determine whether the word-learning challenges associated with developmental language disorder (DLD) result from encoding or retention deficits.

Method

In Study 1, 59 postsecondary students with DLD and 60 with normal development (ND) took the California Verbal Learning Test-Second Edition, Adult Version (Delis, Kramer, Kaplan, & Ober, 2000). In Study 2, 23 postsecondary students with DLD and 24 with ND attempted to learn 9 novel words in each of 3 training conditions: uncued test, cued test, and no test (passive study). Retention was measured 1 day and 1 week later.

Results

By the end of training, students with DLD had encoded fewer familiar words (Study 1) and fewer novel words (Study 2) than their ND peers as evinced by word rec

SUBMITTER: McGregor KK 

PROVIDER: S-EPMC5945064 | biostudies-literature | 2017 Oct

REPOSITORIES: biostudies-literature