Subcategory Learning in Normal and Language Learning-Disabled Adults: How Much Information Do They Need? Purpose The purpose of this experiment was to determine if nonreferential morphophonological information was sufficient to facilitate the learning of gender subcategories (i.e., masculine vs. feminine) in individuals with normal language (NL) and those with a history of language-based learning disabilities (HLD). Method Thirty-two adults listened for 18 ... Research Article
Research Article  |   December 01, 2006
Subcategory Learning in Normal and Language Learning-Disabled Adults: How Much Information Do They Need?
 
Author Affiliations & Notes
  • Jessica Richardson
    University of Arizona, Tucson
  • Laurel Harris
    University of Arizona, Tucson
  • Elena Plante
    University of Arizona, Tucson
  • LouAnn Gerken
    University of Arizona, Tucson
  • Contact author: Jessica Richardson, who is now at Department of Communication Sciences and Special Education, University of Georgia, 516 Aderhold Hall, Athens, GA 30602. E-mail: jdrich@uga.edu.
Article Information
Language Disorders / Reading & Writing Disorders / Attention, Memory & Executive Functions / Language / Research Articles
Research Article   |   December 01, 2006
Subcategory Learning in Normal and Language Learning-Disabled Adults: How Much Information Do They Need?
Journal of Speech, Language, and Hearing Research, December 2006, Vol. 49, 1257-1266. doi:10.1044/1092-4388(2006/090)
History: Received October 18, 2004 , Revised November 9, 2005 , Accepted April 13, 2006
 
Journal of Speech, Language, and Hearing Research, December 2006, Vol. 49, 1257-1266. doi:10.1044/1092-4388(2006/090)
History: Received October 18, 2004; Revised November 9, 2005; Accepted April 13, 2006
Web of Science® Times Cited: 17

Purpose The purpose of this experiment was to determine if nonreferential morphophonological information was sufficient to facilitate the learning of gender subcategories (i.e., masculine vs. feminine) in individuals with normal language (NL) and those with a history of language-based learning disabilities (HLD).

Method Thirty-two adults listened for 18 min to a familiarization set of Russian words that included either 1 (single-marked) or 2 (double-marked) morphophonological markers indicating gender. Participants were then tested on their knowledge of both trained and untrained members of each gender subcategory.

Results Testing indicated that morphophonological information is sufficient for lexical subcategory learning in both NL and HLD groups, although the HLD group had lower overall accuracy. The HLD group benefited from double-marking relative to single-marking for subcategory learning.

Conclusion The results demonstrated that learning through implicit mechanisms occurred after a relatively brief exposure to the language stimuli. In addition, the weaker overall learning by the HLD group was facilitated when multiple cues to linguistic subcategory were available in the input group members received.

Acknowledgment
This work was supported by Grant HD42170-01 from the National Institute on Child Health and Human Development.
Order a Subscription
Pay Per View
Entire Journal of Speech, Language, and Hearing Research content & archive
24-hour access
This Article
24-hour access