ArticleJournal of child language2015
Dense neighborhoods and mechanisms of learning: evidence from children with phonological delay.
Article in Journal of child language, 2015. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 4 papers.
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Who cites it
4 citing papers in PubMed.
- Extending Complexity to Word-Final Position via Telepractice: Intervention Effects for English-Speaking Children With Speech Sound Disorder.Language, speech, and hearing services in schools · 2025Article
- Speech Intervention Outcomes Associated With Word Lexicality and Intervention Intensity.Language, speech, and hearing services in schools · 2019Article
- Nexus to Lexis: Phonological Disorders in Children.Seminars in speech and language · 2016Article
- How to meet the neighbors: Modality effects on phonological generalization.Clinical linguistics & phoneticsArticle
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Authors and funding
2 authors.
Funding
Abstract
There is a noted advantage of dense neighborhoods in language acquisition, but the learning mechanism that drives the effect is not well understood. Two hypotheses--long-term auditory word priming and phonological working memory--have been advanced in the literature as viable accounts. These were evaluated in two treatment studies enrolling twelve children with phonological delay. Study 1 exposed children to dense neighbors versus non-neighbors before training sound production in evaluation of the priming hypothesis. Study 2 exposed children to the same stimuli after training sound production as a test of the phonological working memory hypothesis. Results showed that neighbors led to greater phonological generalization than non-neighbors, but only when presented prior to training production. There was little generalization and no differential effect of exposure to neighbors or non-neighbors after training production. Priming was thus supported as a possible mechanism of learning behind the dense neighborhood advantage in phonological acquisition.
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