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Spoken word recognition in children with and without specific language impairment

Published online by Cambridge University Press:  28 November 2008

Chris Dollaghan
Chris Dollaghan*
Affiliation:
University of Pittsburgh
*
Department of Communication Science and Disorders, 4033 Forbes Tower, University of Pittsburgh, Pittsburgh, PA 15260, Email: dollagha+@pitt.edu
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Abstract

Deficits in lexical access in children with specific language impairments (SLI) have been inferred from word naming, recall, and categorization tasks, but no evidence exists concerning these children's ability to identify words in spoken input. We presented successive auditory time gatings of unfamiliar words; familiar, phonologically related words; and familiar, phonologically unrelated words to school-age children with and without SLI. The groups did not differ significantly in the point at which they recognized familiar words, but the subjects with SLI required significantly more of the acoustic-phonetic signal than did their peers to recognize unfamiliar words. For all word types, the subjects with SLI were significantly less likely to respond with correct initial consonants at the earliest gated interval than were their peers. Our results suggest that both representational and perceptual inefficiencies may contribute to slowed lexical access in children with SLI.

Type
Articles
Information
Applied Psycholinguistics , Volume 19 , Issue 2 , April 1998 , pp. 193 - 207
Copyright
Copyright © Cambridge University Press 1998

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