ArticleLanguage, speech, and hearing services in schools2018
Exemplar Variability Facilitates Retention of Word Learning by Children With Specific Language Impairment.
Article in Language, speech, and hearing services in schools, 2018. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 15 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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Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
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Who cites it
15 citing papers in PubMed, 39 citations in OpenAlex.
- Not All Planes Have Propellers: Using Context Variability to Treat Word Learning in Late Talkers With the Vocabulary Acquisition and Usage for Late Talkers Protocol.Journal of speech, language, and hearing research : JSLHR · 2025Trial
- Enhancing Syntactic Knowledge in School-Age Children With Developmental Language Disorder: The Promise of Syntactic Priming.American journal of speech-language pathology · 2024Review
- Five Additional Evidence-Based Principles to Facilitate Grammar Development for Children With Developmental Language Disorder.American journal of speech-language pathology · 2024Article
- Combining Languages in Bilingual Input: Using Experimental Evidence to Formulate Bilingual Exposure Strategies.Journal of speech, language, and hearing research : JSLHR · 2023Review
- Declarative Learning Mechanisms Support Declarative but Not Probabilistic Feedback-Based Learning in Children with Developmental Language Disorder (DLD).Brain sciences · 2023Article
- The effects of bilingualism on children's cross-situational word learning under different variability conditions.Journal of experimental child psychology · 2023Article
- Does code-switching influence novel word learning?Developmental science · 2023Article
- Using Theory to Drive Intervention Efficacy: The Role of Dose Form in Interventions for Children with DLD.Children (Basel, Switzerland) · 2022Article
- Learning Words in Two Languages: Manipulating Exemplar Variability for Within- and Cross-Language Generalization.Journal of speech, language, and hearing research : JSLHR · 2022Article
- Cross-talker generalization in the perception of nonnative speech: A large-scale replication.Journal of experimental psychology. General · 2021Article
- Cross-Morpheme Generalization Using a Complexity Approach in School-Age Children.Journal of speech, language, and hearing research : JSLHR · 2020Article
- Optimal Contexts for Verb Learning.Perspectives of the ASHA special interest groups · 2019Article
- Learning Without Trying: The Clinical Relevance of Statistical Learning.Language, speech, and hearing services in schools · 2018Review
- Distributional Cues to Language Learning in Children With Intellectual Disabilities.Language, speech, and hearing services in schools · 2018Review
- An alternative to the procedural∼declarative memory account of developmental language disorder.Journal of communication disordersArticle
Corrections and comments
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Authors and funding
3 authors at 1 institution in 1 country.
Funding
Abstract
Purpose: Variability in the input plays an important role in language learning. The current study examined the role of object variability for new word learning by preschoolers with specific language impairment (SLI). Method: Eighteen 4- and 5-year-old children with SLI were taught 8 new words in 3 short activities over the course of 3 sessions. Half of the children saw 3 identical objects corresponding to each new word during training (No Variability group); the other half of the children saw 3 different objects corresponding to each new word during training (High Variability group). Children completed vocabulary learning tests for objects seen during training and for new within-category objects that were never seen during training as a test of category generalization. Learning was assessed the day after each training activity, and retention was assessed 3 weeks after the last training session. Results: There were no group differences on trained or generalization items immediately following training sessions. However, children in the High Variability group demonstrated significantly better retention 3 weeks after experimental training. Conclusion: These findings demonstrate that object variability facilitates retention of new word learning by children with SLI. Supplemental Material: https://doi.org/10.23641/asha.5583979.
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.