Quick incidental learning (QUIL) of words by school-age children with and without SLI

Document Type

Article

Publication Date

1-1-1995

Abstract

This study examined Quick Incidental Learning (QUIL) of novel vocabulary by two groups of school-age children, those who were developing language normally and those who demonstrated a specific language impairment (SLI). The experimental items consisted of 20 words that referred to one of four semantic classes: object, attribute, action, and affective state. Videotaped stories were used to introduce the novel words, and word learning was measured by a picture-pointing task. For the normally developing children, the results documented a robust ability to learn words in the early school years. Comprehension gains were observed for all four word types, with the greatest gain made on the object labels. The children with SLI also demonstrated some word-learning ability, but their gain was significantly less than that of their normally developing peers. Although the general pattern of word effects was similar across the two groups, the children with SLI demonstrated a particularly low gain on words from the action class.

Publication Source (Journal or Book title)

Journal of Speech and Hearing Research

First Page

434

Last Page

445

This document is currently not available here.

Share

COinS