Cross-situational statistically based word learning intervention for late-talking toddlers

Abstract

Purpose To explore the efficacy of a word learning intervention for late-talking toddlers that is based on principles of cross-situational statistical learning. Methods Four late-talking toddlers were individually provided with 7–10 weeks of bi-weekly word learning intervention that incorporated principles of cross-situational statistical learning. Treatment was input-based meaning that, aside from initial probes, children were not asked to produce any language during the sessions. Pre-intervention data included parent-reported measures of productive vocabulary and language samples. Data collected during intervention included production on probes, spontaneous production during treatment, and parent report of words used spontaneously at home. Data were analyzed for number of target words learned relative to control words, effect sizes, and pre-post treatment vocabulary measures. Results All children learned more target words than control words, and, on average, showed a large treatment effect size. Children made pre-post vocabulary gains, increasing their percentile scores on the MCDI, and demonstrated a rate of word learning that was faster than rates found in the literature. Conclusions Cross-situational statistically-based word learning intervention has the potential to improve vocabulary learning in late-talking toddlers. Limitations on interpretation are also discussed. Cross-situational statistically-based word learning intervention for late-talking toddlers

Identifying Pathways Between Socioeconomic Status and Language Development

“…Other important language interventions address the underlying processes that support word learning-in particular, phonological knowledge, working memory, and attention (Alt et al 2012(Alt et al , 2014. One promising intervention with children from low-SES families found that targeting children's attention skills had a large impact on attention (as measured by event-related potentials) and led to gains in the children's receptive language abilities (Neville et al 2013).…”

“…One promising intervention with children from low-SES families found that targeting children's attention skills had a large impact on attention (as measured by event-related potentials) and led to gains in the children's receptive language abilities (Neville et al 2013). Other studies have addressed the role of phonological or working memory training in word learning (Alt et al 2012(Alt et al , 2014Ellis et al 2015). However, most of the research investigating cognitive contributions to language acquisition involve language-impaired children from middle-and high-SES backgrounds.…”

The multi-component nature of statistical learning

“…In addition, we need more research that explores causality via training studies (e.g. [31][32][33][34]). …”

Börn sem eru sein til máls: Áhrif þjálfunar á orðaforða barns á þriðja ári

“…Börn sem sein eru til máls eru mjög misleitur hópur en oftast er um að raeða börn á aldrinum 24 til 35 mánaða, sem eru sein í málþroska miðað við jafnaldra, og þá sérstaklega í tjáningu orða. Ekki er haegt að útskýra seinan málþroska barnanna með þáttum eins og heyrnarskerðingu eða einhverfu og þau eru of ung til að fá greininguna málþroskaröskun (Alt, Meyers, Oglivie, Nicholas og Arizmendi, 2014). Erfitt er að skilgreina barn sem er seint til máls fyrir tveggja ára aldur þar sem mikill fjölbreytileiki kemur fyrir í orðaforðatileinkun hjá börnum á því aldursskeiði (Tsybina og Eriks-Brophy, 2007).…”