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The acquisition of object names in children with specific language impairment: Action context and word extension

Published online by Cambridge University Press:  28 November 2008

Richard G. Schwartz ,
Laurence B. Leonard ,
Cheryl Messick  and
Kathy Chapman
Richard G. Schwartz*
Affiliation:
Purdue University
Laurence B. Leonard
Affiliation:
Purdue University
Cheryl Messick
Affiliation:
Children's Hospital, Cuyahoga Falls, OH
Kathy Chapman
Affiliation:
Case Western University
*
Richard G. Schwartz, Audiology & Speech Sciences, Heavilon Hall, Purdue University, West Lafayette, IN 47907
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Abstract

Specifically-language-impaired children and younger normal children matched for expressive language were presented with unfamiliar object names and referents across five experimental sessions. The objects differed in the degree to which they were associated with actions, and only certain of the object exemplars were named during presentation. Comprehension testing revealed that the specifically-language-impaired children acquired a greater number of object concepts presented in a no-action condition than the normal children. However, their extension of the names to new exemplars was more restricted and less differentiated. Several possible accounts of these findings are evaluated.

Type
Articles
Information
Applied Psycholinguistics , Volume 8 , Issue 3 , September 1987 , pp. 233 - 244
Copyright
Copyright © Cambridge University Press 1987

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