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Word Learning Processes in Children With Cochlear Implants.

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Title: Word Learning Processes in Children With Cochlear Implants.
Authors: Walker, Elizabeth A.1 elizabeth-walker@uiowa.edu, McGregor, Karla K.1, Bacon, Sid, Tobey, Emily
Source: Journal of Speech, Language & Hearing Research. Apr2013, Vol. 56 Issue 2, p375-387. 13p. 4 Charts.
Subject Terms: *Experimental design, *Intelligence tests, *Language acquisition, *Learning, *Mothers, *Psychological tests, *Vocabulary, *Educational attainment, Cochlear implants, Research funding, T-test (Statistics), U-statistics, Case-control method, Descriptive statistics
Geographic Terms: Midwest (U.S.)
Abstract: Purpose: To determine whether 3 aspects of the word learning process--fast mapping, retention, and extension--are problematic for children with cochlear implants (CIs). Method: The authors compared responses of 24 children with CIs, 24 age-matched hearing children, and 23 vocabulary-matched hearing children to a novel object noun training episode. Comprehension and production were measured immediately following training (fast mapping) as well as 1 day later (retention). Extension was measured in terms of the ability of the participants to identify new (untrained) exemplars. Results: Compared with their hearing age-mates, children with CIs performed marginally more poorly on fast mapping as measured by the comprehension probe and more poorly on retention as measured by comprehension and production probes. The age-mates improved over the retention interval, but the children with CIs did not. Most of the children with CIs performed similarly to their age-mates on extension, but 2 children underextended, and 5 children failed to understand the task. Compared with younger vocabulary-matched peers, children with CIs did not differ at fast mapping, retention, or extension. Conclusions: Children with CIs demonstrated deficits in word learning, with retention being especially problematic. Their learning did not differ from that of younger children with similarly sized vocabularies. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Speech, Language & Hearing Research is the property of American Speech-Language-Hearing Association and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Word Learning Processes in Children With Cochlear Implants.
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  Data: <searchLink fieldCode="AR" term="%22Walker%2C+Elizabeth+A%2E%22">Walker, Elizabeth A.</searchLink><relatesTo>1</relatesTo><i> elizabeth-walker@uiowa.edu</i><br /><searchLink fieldCode="AR" term="%22McGregor%2C+Karla+K%2E%22">McGregor, Karla K.</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Bacon%2C+Sid%22">Bacon, Sid</searchLink><br /><searchLink fieldCode="AR" term="%22Tobey%2C+Emily%22">Tobey, Emily</searchLink>
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  Data: *<searchLink fieldCode="DE" term="%22Experimental+design%22">Experimental design</searchLink><br />*<searchLink fieldCode="DE" term="%22Intelligence+tests%22">Intelligence tests</searchLink><br />*<searchLink fieldCode="DE" term="%22Language+acquisition%22">Language acquisition</searchLink><br />*<searchLink fieldCode="DE" term="%22Learning%22">Learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Mothers%22">Mothers</searchLink><br />*<searchLink fieldCode="DE" term="%22Psychological+tests%22">Psychological tests</searchLink><br />*<searchLink fieldCode="DE" term="%22Vocabulary%22">Vocabulary</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+attainment%22">Educational attainment</searchLink><br /><searchLink fieldCode="DE" term="%22Cochlear+implants%22">Cochlear implants</searchLink><br /><searchLink fieldCode="DE" term="%22Research+funding%22">Research funding</searchLink><br /><searchLink fieldCode="DE" term="%22T-test+%28Statistics%29%22">T-test (Statistics)</searchLink><br /><searchLink fieldCode="DE" term="%22U-statistics%22">U-statistics</searchLink><br /><searchLink fieldCode="DE" term="%22Case-control+method%22">Case-control method</searchLink><br /><searchLink fieldCode="DE" term="%22Descriptive+statistics%22">Descriptive statistics</searchLink>
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  Data: Purpose: To determine whether 3 aspects of the word learning process--fast mapping, retention, and extension--are problematic for children with cochlear implants (CIs). Method: The authors compared responses of 24 children with CIs, 24 age-matched hearing children, and 23 vocabulary-matched hearing children to a novel object noun training episode. Comprehension and production were measured immediately following training (fast mapping) as well as 1 day later (retention). Extension was measured in terms of the ability of the participants to identify new (untrained) exemplars. Results: Compared with their hearing age-mates, children with CIs performed marginally more poorly on fast mapping as measured by the comprehension probe and more poorly on retention as measured by comprehension and production probes. The age-mates improved over the retention interval, but the children with CIs did not. Most of the children with CIs performed similarly to their age-mates on extension, but 2 children underextended, and 5 children failed to understand the task. Compared with younger vocabulary-matched peers, children with CIs did not differ at fast mapping, retention, or extension. Conclusions: Children with CIs demonstrated deficits in word learning, with retention being especially problematic. Their learning did not differ from that of younger children with similarly sized vocabularies. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
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  Data: <i>Copyright of Journal of Speech, Language & Hearing Research is the property of American Speech-Language-Hearing Association and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=90492777
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        Value: 10.1044/1092-4388(2012/11-0343)
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      – Code: eng
        Text: English
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      Pagination:
        PageCount: 13
        StartPage: 375
    Subjects:
      – SubjectFull: Experimental design
        Type: general
      – SubjectFull: Intelligence tests
        Type: general
      – SubjectFull: Language acquisition
        Type: general
      – SubjectFull: Learning
        Type: general
      – SubjectFull: Mothers
        Type: general
      – SubjectFull: Psychological tests
        Type: general
      – SubjectFull: Vocabulary
        Type: general
      – SubjectFull: Educational attainment
        Type: general
      – SubjectFull: Cochlear implants
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      – SubjectFull: Research funding
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      – SubjectFull: T-test (Statistics)
        Type: general
      – SubjectFull: U-statistics
        Type: general
      – SubjectFull: Case-control method
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      – SubjectFull: Descriptive statistics
        Type: general
      – SubjectFull: Midwest (U.S.)
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      – TitleFull: Word Learning Processes in Children With Cochlear Implants.
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            NameFull: Walker, Elizabeth A.
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            NameFull: McGregor, Karla K.
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            NameFull: Bacon, Sid
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              M: 04
              Text: Apr2013
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              Y: 2013
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