Preserved category-based inferences for word learning in school-aged children with developmental language disorder-Reference-Cited by-同舟云学术

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Preserved category-based inferences for word learning in school-aged children with developmental language disorder

Published:2021-12-27 Issue: Volume: Page:1-22
ISSN:0269-9206
Container-title:Clinical Linguistics & Phonetics
language:en
Short-container-title:Clinical Linguistics & Phonetics

Author:

Dauvister Estelle¹²,Jemel B.³⁴,Maillart C.¹

Affiliation:

1. Department of Speech and Language Therapy, Research Unit for a life-Course Perspective on Health and Education – Ruche, University of Liège, Liège, Belgium

2. Fresh Fund, F.R.S.-FNRS

3. Laboratoire de Recherche en Neurosciences et Électrophysiologie Cognitive, Hôpital Rivière-des-Prairies, Montréal, Canada

4. Ecole d’orthophonie et d’audiologie, Faculty of Medecine, Université de Montréal, Montréal, Canada

Funder

F.R.S.-FNRS FRESH

Publisher

Informa UK Limited

Subject

Speech and Hearing,Linguistics and Language,Language and Linguistics

Link

https://www.tandfonline.com/doi/pdf/10.1080/02699206.2021.2007286

Reference48 articles.

1. Exemplar Variability Facilitates Retention of Word Learning by Children With Specific Language Impairment

2. Factors That Influence Lexical and Semantic Fast Mapping of Young Children With Specific Language Impairment

3. Phase 2 of CATALISE: a multinational and multidisciplinary Delphi consensus study of problems with language development: Terminology

4. Caplan, S. (2018). Word learning as category formation. Proceedings of the Society for Computation in Linguistics, 1(19). https://doi.org/10.7275/R54X560G

5. Lexical category acquisition is facilitated by uncertainty in distributional co-occurrences

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