Verbal repetition skill in language impaired children: Evidence of inefficient lexical processing?

References

• Ambalu, D., Chiat, S., Pring, T. (1997). When is it best to hear a verb? The effects of the timing and focus of verb models on children's learning of verbs. Journal of Child Language, 24, 25–34.
   PubMedGoogle Scholar
• Baddeley, A., Gathercole, S., Papagno, C. (1998). The phonological loop as a language learning device. Psychological Review, 105, 158–173.
   PubMed Web of Science ®Google Scholar
• Black, M., Chiat, S. (2003). Noun-verb dissociations: A multi-faceted phenomenon. Journal of Neurolinguistics, 16, 231–250.
   Web of Science ®Google Scholar
• Bishop, D.V.M. (2003). Test for Reception of Grammar – 2. San Antonio, TX: The Psychological Corporation.
   Google Scholar
• Bower, G. H. (1996). Reactivating a reactivation theory of implicit memory. Consciousness and Cognition, 5, 27–72.
   PubMed Web of Science ®Google Scholar
• Brackenbury, T., Pye, C. (2005). Semantic deficits in children with language impairments: Issues for clinical assessment. Language, Speech, and Hearing Services in Schools, 36, 5–16.
   PubMed Web of Science ®Google Scholar
• Chiat, S. (2001). Mapping theories of developmental language impairment: Premises, predictions and evidence. Language and Cognitive Processes, 16, 113–142.
   Web of Science ®Google Scholar
• Cohen, J. D., Mac Whinney, B., Flatt, M., Provost, J. (1993). PsyScope: A new graphic interactive environment for designing psychology experiments. Behavior Research Methods, Instruments, and Computers, 25, 257–271.
   Google Scholar
• Coltheart, M. (1981). The MRC psycholinguistic database. Quarterly Journal of Experimental Psychology, 33A, 497–505.
   Web of Science ®Google Scholar
• Conti-Ramsden, G., Jones, M. (1997). Verb use in children with specific language impairment. Journal of Speech, Language, and Hearing Research, 40, 1298–1313.
   PubMed Web of Science ®Google Scholar
• Crosbie, S. L., Howard, D., Dodd, B. J. (2004). Auditory lexical decisions in children with specific language impairment. British Journal of Developmental Psychology, 22, 103–121.
   Web of Science ®Google Scholar
• Dolloghan, C. (1998). Spoken word recognition in children with and without specific language impairment. Applied Psycholinguistics, 19, 193–207.
   Google Scholar
• Edwards, J., Lahey, M. (1996). Auditory lexical decisions of children with specific language impairment. Journal of Speech and Hearing Research, 39, 1263–1273.
   PubMedGoogle Scholar
• Edwards, J., Beckman, M. E., Munson, B. (2004). The interaction between vocabulary size and phonotactic probability effects on children's production accuracy and fluency in nonword repetition. Journal of Speech, Language, and Hearing Research, 47, 421–436.
   PubMed Web of Science ®Google Scholar
• Ellis, N. C., Schmidt, R. (1998). Rules or associations in the acquisition of morphology? The frequency by regularity interaction in human and PDP learning of morphosyntax. Language and Cognitive Processes, 13, 307–336.
   Web of Science ®Google Scholar
• Gaskell, M. G., Marslen-Wilson, W. D. (2002). Representation and competition in the perception of spoken words. Cognitive Psychology, 45, 220–266.
   PubMed Web of Science ®Google Scholar
• Gathercole, S. E., Baddeley, A. (1990). Phonological memory deficits in language disordered children: is there a causal connection? Journal of Memory and Language, 29, 336–360.
   Web of Science ®Google Scholar
• Gilhooly, K. J., Logie, R. H. (1980). Age-of-acquisition, imagery, concreteness, familiarity and ambiguity measures for 1,944 words. Behavior Research Methods and Instrumentation, 12, 395–427.
   Google Scholar
• Gray, S. (2004). Word learning by preschoolers with specific language impairment: Predictors and poor learners. Journal of Speech, Language, and Hearing Research, 47, 1117–1132.
   PubMed Web of Science ®Google Scholar
• Hanley, J. R., Dell, G. S., Kay, J., Baron, R. (2004). Evidence for the involvement of a nonlexical route in the repetition of familiar words: A comparison of single and dual route models of auditory repetition. Cognitive Neuropsychology, 21, 147–158.
   PubMed Web of Science ®Google Scholar
• Joanisse, M. F. (2004). Specific language impairments in children: Phonology, semantics and the English past tense. Current Directions in Psychological Science, 13, 156–160.
   Web of Science ®Google Scholar
• Joanisse, M. F., Seidenberg, M. S. (2003). Phonology and syntax in specific language impairment: Evidence from a connectionist model. Brain and Language, 86, 40–56.
   PubMed Web of Science ®Google Scholar
• Kelly, D. J., Rice, M. L. (1994). Preferences for verb interpretation in children with specific language impairment. Journal of Speech, Language, and Hearing Research, 37, 182–192.
   Google Scholar
• Keppel, G. (1991). Design and analysis: A researcher's handbook (3rd ed.). Englewood Cliffs, NJ: Prentice Hall.
   Google Scholar
• Kirsner, K., Dunn, J. C. (1985). The perceptual record: A common factor in repetition priming and attribute retention? In M. I. Posner, O. S. M. Marin (Eds.), Mechanisms of attention: Attention and performance XI ( pp. 547–565). Hillsdale, NJ: Erlbaum.
   Google Scholar
• Kucera, H., Francis, W. M. (1967). Computational analysis of present-day American English. Providence, RI: Brown University.
   Google Scholar
• Lahey, M., Edwards, J. (1996). Why do children with specific language impairment name pictures more slowly than their peers? Journal of Speech and Hearing Research, 39, 1081–1098.
   PubMedGoogle Scholar
• Leonard, L. B. (1998). Children with specific language impairment. Cambridge, MA: MIT Press.
   Google Scholar
• Leonard, L. B., Weismer, S. E., Miller, C. A., Francis, D. J., Tomblin, J. B., Kail, R. V. (2007). Speed of processing, working memory, and language impairment in children. Journal of Speech, Language, and Hearing Research, 50, 408–428.
   PubMed Web of Science ®Google Scholar
• Levelt, W. J. M., Roelofs, A., Meyer, A. S. (1999). A theory of lexical access. Behavioural and Brain Sciences, 22, 1–75.
   PubMed Web of Science ®Google Scholar
• Liu, H., Bates, E., Powell, T., Wulfeck, B. (1997). Single-word shadowing and the study of lexical access. Applied Psycholinguistics, 18, 157–180.
   Web of Science ®Google Scholar
• Marslen-Wilson, W. D. (1987). Functional parallelism in spoken word recognition. Cognition, 25, 71–102.
   PubMed Web of Science ®Google Scholar
• McGregor, K. K., Newman, R. M., Reilly, R. M., Capone, N. C. (2002). Semantic representation and naming in children with specific language impairment. Journal of Speech, Language, and Hearing Research, 45, 998–1014.
   PubMed Web of Science ®Google Scholar
• Monsell, S., Hirsh, K.W. (1998). Competitor priming in spoken word recognition. Journal of Experimental Psychology: Learning, Memory, and Cognition, 24, 1495–1520.
   PubMed Web of Science ®Google Scholar
• Montgomery, J. W. (1999). Recognition of gated words by children with specific language impairment: An examination of lexical mapping. Journal of Speech, Language, and Hearing Research, 42, 735–743.
   PubMed Web of Science ®Google Scholar
• Neely, J. H. (1991). Semantic priming effects in visual word recognition: A selective review of current findings and theories. In D. Besner, G. Humphreys (Eds.), Basic processes in reading: Visual word recognition ( pp. 264–336). Hillsdale, NJ: Lawrence Erlbaum.
   Google Scholar
• Plaut, D. C., Kello, C. T. (1999). The emergence of phonology from the interplay of speech comprehension and production: A distributed connectionist approach. In B. MacWhinney (Ed.), The emergence of language ( pp. 381–415). Mahwah, NJ: Lawrence Erlbaum.
   Google Scholar
• Radeau, M., Besson, M., Fonteneau, E., Castro, S. L. (1998). Semantic, repetition and rime priming between spoken words: Behavioral and electrophysiological evidence. Biological Psychology, 48, 183–204.
   PubMedGoogle Scholar
• Rice, M. L., Cleave, P. L., Oetting, J. B. (2000). The use of syntactic cues in lexical acquisition by children with SLI. Journal of Speech, Language, and Hearing Research, 43, 582–594.
   PubMed Web of Science ®Google Scholar
• Seiger-Gardner, L., Schwartz, R. G. (2008). Lexical access in children with and without specific language impairment: A cross-modal picture-word interference study. International Journal of Language and Communication Disorders, 43, 528–551.
   PubMed Web of Science ®Google Scholar
• Semel, E., Wiig, E. H., Secord, W. A. (2003). Clinical Evaluation of Language Fundamentals–Fourth Edition. San Antonio, TX: The Psychological Corporation.
   Google Scholar
• Slowiaczek, L. M., Hamburger, M. B. (1992). Prelexical facilitation and lexical interference in auditory word recognition. Journal of Experimental Psychology: Learning, Memory, and Cognition, 18(6), 1239–1250.
   PubMedGoogle Scholar
• Slowiaczek, L. M. (1994). Semantic priming in a single-word shadowing task. American Journal of Psychology, 107, 245–260.
   Google Scholar
• Tomasello, M., Cale Kruger, A. (1992). Joint attention on actions: acquiring verbs in ostensive and non-ostensive contexts. Journal of Child Language, 19, 311–333.
   PubMed Web of Science ®Google Scholar
• Truman, A., Hennessey, N. W. (2006). The locus of naming difficulties in children with dyslexia: Evidence of inefficient phonological encoding. Language and Cognitive Processes, 21, 361–393.
   Web of Science ®Google Scholar
• van der Lely, H. K. J. (2005). Domain-specific cognitive systems: insight from Grammatical-SLI. Trends in Cognitive Sciences, 9(2), 53–59.
   PubMed Web of Science ®Google Scholar
• Windsor, J., Hwang, M. (1999). Testing the generalised slowing hypothesis in specific language impairment. Journal of Speech, Language, and Hearing Research, 42, 1205–1218.
   PubMed Web of Science ®Google Scholar