The Primacy of Priming in Grammatical Learning and Intervention: A Tutorial PurposeThe author presents a tutorial on structural priming and its relevance to the study of grammatical development and language intervention.MethodThe findings from structural priming studies are examined from the standpoint of the types of changes that occur in participants' language use, the contexts in which these changes occur, and the ... Tutorial
Tutorial  |   April 01, 2011
The Primacy of Priming in Grammatical Learning and Intervention: A Tutorial
 
Author Affiliations & Notes
  • Laurence B. Leonard
    Purdue University, West Lafayette, IN
    Purdue University, West Lafayette, IN
  • Correspondence to Laurence B. Leonard: xdxl@purdue.edu
  • Editor: Janna Oetting
    Editor: Janna Oetting×
  • Associate Editor: Marc Joanisse
    Associate Editor: Marc Joanisse×
Article Information
Development / Attention, Memory & Executive Functions / Language
Tutorial   |   April 01, 2011
The Primacy of Priming in Grammatical Learning and Intervention: A Tutorial
Journal of Speech, Language, and Hearing Research, April 2011, Vol. 54, 608-621. doi:10.1044/1092-4388(2010/10-0122)
History: Received May 7, 2010 , Accepted July 27, 2010
 
Journal of Speech, Language, and Hearing Research, April 2011, Vol. 54, 608-621. doi:10.1044/1092-4388(2010/10-0122)
History: Received May 7, 2010; Accepted July 27, 2010
Web of Science® Times Cited: 7

PurposeThe author presents a tutorial on structural priming and its relevance to the study of grammatical development and language intervention.

MethodThe findings from structural priming studies are examined from the standpoint of the types of changes that occur in participants' language use, the contexts in which these changes occur, and the effects of these changes on participants' language knowledge. Details of children’s grammatical development and language intervention are then considered in light of these findings.

ResultsEvidence from the structural priming literature provides insight into the transition from early conservative grammatical use to broader abstract grammatical use in young children, and suggests ways in which language intervention activities can be modified to promote greater grammatical change in children with language impairments.

ConclusionsStructural priming is not divorced from everyday language use. Evidence from priming research can be put to use in the study of children’s grammatical development and in shaping the methods that are used to facilitate children’s grammatical abilities.

Acknowledgments
The ideas presented in this tutorial benefited greatly from the author’s research supported by National Institute on Deafness and Other Communication Disorders Grants R01 DC00458 and R01 DC009574. Comments provided by Patricia Deevy and Jeanette Leonard are greatly appreciated.
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