Multiple Mechanisms of Word Learning in Late-Talking Children: A Longitudinal Study.

ABSTRACT:

Purpose

The aim of this study was to identify variability in word-learning mechanisms used by late-talking children using a longitudinal study design, which may explain variability in late-talking children's outcomes.

Method

A cohort of typically developing children (n = 40) and children who were classified as late-talking children at age 2;0 (years;months; ≤ 10th percentile on expressive vocabulary, n = 21) were followed up at ages 3;0 and 3;6. We tested the cohort across tasks designed to isolate different mechanisms involved in word learning: encoding and producing spoken forms of words (using a nonword repetition task), identifying referents for words (using a fast mapping task), and learning associations between words and referents (using a cross-situation

SUBMITTER: Cheung RW 

PROVIDER: S-EPMC9911132 | biostudies-literature | 2022 Aug

REPOSITORIES: biostudies-literature