Bound-Morpheme Generalization by Children With SLI Is There a Functional Relationship With Accuracy of Response to Training Targets? Research Article
Research Article  |   June 01, 1999
Bound-Morpheme Generalization by Children With SLI
 
Author Affiliations & Notes
  • Barbara J. Kiernan
    The University of Arizona Tucson
  • David P. Snow
    Purdue University West Lafayette, IN
  • Contact author: Barbara J. Kiernan, PhD, Department of Speech and Hearing Sciences, University of Arizona, Tucson, AZ 85721–0071.
    Contact author: Barbara J. Kiernan, PhD, Department of Speech and Hearing Sciences, University of Arizona, Tucson, AZ 85721–0071.×
  • Corresponding author: e-mail: bkiernan@u.arizona.edu
Article Information
Development / Language Disorders / Specific Language Impairment / Attention, Memory & Executive Functions / Language / Research Articles
Research Article   |   June 01, 1999
Bound-Morpheme Generalization by Children With SLI
Journal of Speech, Language, and Hearing Research, June 1999, Vol. 42, 649-662. doi:10.1044/jslhr.4203.649
History: Received January 12, 1998 , Accepted September 8, 1998
 
Journal of Speech, Language, and Hearing Research, June 1999, Vol. 42, 649-662. doi:10.1044/jslhr.4203.649
History: Received January 12, 1998; Accepted September 8, 1998

We investigated whether limited bound-morpheme generalization (BMG) by preschool children with SLI is functionally related to limited learning of training targets (words, affixed forms). Thirty children with SLI and 30 age-/gendermatched controls participated in the study. Production probes revealed a dissociation between learning and generalization performance. In addition, the number of children who achieved criterion-level BMG increased abruptly during an additional instructional experience with new training targets. These findings suggest that positive evidence of a bound morpheme's generalizability to different vocabulary stems benefits BMG. Furthermore, they suggest that limited BMG reflects problems not with the storage or access of specific trained facts but with the extraction and extension of the linguistic pattern (e.g., regularity, "rule") instantiated in the learning targets.

ACKNOWLEDGMENTS
This research was funded in part by U.S. Department of Education Grant nos. H029D90108 and H023C40118-95 and by the Tucson Scottish Rite Charitable Foundation. We wish to thank L. Swisher for her insightful comments and editing suggestions during the preparation of this manuscript.
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