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Effects of long-term phonological kn...

Smith, Elizabeth S.

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Effects of long-term phonological knowledge on learning new words.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Effects of long-term phonological knowledge on learning new words./
作者:	Smith, Elizabeth S.
面頁冊數:	57 p.
附註:	Source: Masters Abstracts International, Volume: 52-06.
Contained By:	Masters Abstracts International52-06(E).
標題:	Speech therapy. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=1555085
ISBN:	9781303867088

Effects of long-term phonological knowledge on learning new words.
Smith, Elizabeth S.

Effects of long-term phonological knowledge on learning new words. - 57 p.

Source: Masters Abstracts International, Volume: 52-06.

Thesis (M.S.)--West Virginia University, 2014.

This item must not be sold to any third party vendors.

Language learning has been attributed to multiple aspects of cognition; two primary components are phonological short-term memory and long-term knowledge. Short-term memory is responsible for the temporary storage and rehearsal of new information, and long-term knowledge is responsible for storing information gained throughout the lifetime. If one or both of these areas are found to be deficient, language impairments may be present. Although the role of short-term memory and long-term knowledge has been identified as important, their relative contributions to different language processes are not completely understood. This study used a novel within-subjects approach to examine the impact of long-term phonological knowledge (operationalized by contrasting early-developing and late-developing phonemes) on learning new words. Thirty students from West Virginia University completed a nonword repetition task and a word learning paradigm both containing nonwords comprising of only early- or only later-developing phonemes. Results revealed a significant difference of phoneme type in both the nonword repetition and word learning tasks, with lower accuracies for nonwords containing only later-developing phonemes. This study shows how the relative quality of long-term phonological knowledge can impact word learning abilities even for typical individuals, and it has implications for the theoretical constructs of language development and language impairment.

ISBN: 9781303867088Subjects--Topical Terms:

520446
Speech therapy.

Effects of long-term phonological knowledge on learning new words.
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520 $a Language learning has been attributed to multiple aspects of cognition; two primary components are phonological short-term memory and long-term knowledge. Short-term memory is responsible for the temporary storage and rehearsal of new information, and long-term knowledge is responsible for storing information gained throughout the lifetime. If one or both of these areas are found to be deficient, language impairments may be present. Although the role of short-term memory and long-term knowledge has been identified as important, their relative contributions to different language processes are not completely understood. This study used a novel within-subjects approach to examine the impact of long-term phonological knowledge (operationalized by contrasting early-developing and late-developing phonemes) on learning new words. Thirty students from West Virginia University completed a nonword repetition task and a word learning paradigm both containing nonwords comprising of only early- or only later-developing phonemes. Results revealed a significant difference of phoneme type in both the nonword repetition and word learning tasks, with lower accuracies for nonwords containing only later-developing phonemes. This study shows how the relative quality of long-term phonological knowledge can impact word learning abilities even for typical individuals, and it has implications for the theoretical constructs of language development and language impairment.
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