Effect of Implicit and Explicit "Rule" Presentation on Bound-Morpheme Generalization in Specific Language Impairment This study addressed whether generalization of a trained bound morpheme to untrained vocabulary stems differs between children with specific language impairment (SLI) and children with normal language (NL) under two controlled instructional conditions. Twenty-five children with NL and 25 children with SLI matched for age served as subjects. Contrasts between ... Research Article
Research Article  |   February 01, 1995
Effect of Implicit and Explicit "Rule" Presentation on Bound-Morpheme Generalization in Specific Language Impairment
 
Author Affiliations & Notes
  • Linda Swisher
    Child Language Laboratory The University of Arizona Tucson
  • Maria Adelaida Restrepo
    Child Language Laboratory The University of Arizona Tucson
  • Elena Plante
    Child Language Laboratory The University of Arizona Tucson
  • Soren Lowell
    Child Language Laboratory The University of Arizona Tucson
  • Contact author: Linda Swisher, PhD, The Scottish Rite/University of Arizona Child Language Center, 33 East Ochoa Street, Tucson, AZ 85701.
    Contact author: Linda Swisher, PhD, The Scottish Rite/University of Arizona Child Language Center, 33 East Ochoa Street, Tucson, AZ 85701.×
Article Information
Language Disorders / Specific Language Impairment / Language / Research Articles
Research Article   |   February 01, 1995
Effect of Implicit and Explicit "Rule" Presentation on Bound-Morpheme Generalization in Specific Language Impairment
Journal of Speech, Language, and Hearing Research, February 1995, Vol. 38, 168-173. doi:10.1044/jshr.3801.168
History: Received September 3, 1993 , Accepted July 26, 1994
 
Journal of Speech, Language, and Hearing Research, February 1995, Vol. 38, 168-173. doi:10.1044/jshr.3801.168
History: Received September 3, 1993; Accepted July 26, 1994

This study addressed whether generalization of a trained bound morpheme to untrained vocabulary stems differs between children with specific language impairment (SLI) and children with normal language (NL) under two controlled instructional conditions. Twenty-five children with NL and 25 children with SLI matched for age served as subjects. Contrasts between affixed and unaffixed words highlighted the affixation "rule" in the "implicit-rule" condition. The "rule" was verbalized by the trainer in the "explicit-rule" condition. Bimodal generalization results occurred in both subject groups, indicating that generalization was not incremental. Chi-square analyses suggested that the SLI group generalized the bound morpheme less often than the NL group under the explicit-rule training condition. The findings add to those that indicate children with SLI have a unique language-learning style, and suggest that the explicit presentation of metalinguistic information during training may be detrimental to bound-morpheme generalization by preschool-age children with SLI.

Acknowledgments
Activities at the University of Arizona/Scottish Rite Child Language Center are supported by U. S. Department of Education Grant H029D20070, National Institute on Deafness and other Communication Disorders grant K08DC00077, National Multipurpose Research and Training Grant DC01409 from the National Institute on Deafness and other Communication Disorders, and the Tucson Scottish Rite Charitable Foundation. The authors thank our colleague, David Snow, for insightful comments pertinent to this manuscript.
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