The encoding of word forms into memory may be challenging for college students with developmental language impairment

References

• Allopenna, P.D., Magnuson, J.S., & Tanenhaus, M.K. (1998). Tracking the time course of spoken word recognition using eye movements: Evidence for continuous mapping models Journal of Memory and Language, 38, 419–439.
   Web of Science ®Google Scholar
• Alt, M. (2011). Phonological working memory impairments in children with specific language impairment: Where does the problem lie? Journal of Communication Disorders, 44, 173–185.
   PubMed Web of Science ®Google Scholar
• Alt, M., Plante, E., & Creusere, M. (2004). Semantic features in fast-mapping: Performance of preschoolers with specific language impairment versus preschoolers with normal language. Journal of Speech, Language, and Hearing Research, 47, 407–420.
   PubMed Web of Science ®Google Scholar
• Alt, M., & Spaulding, T. (2011). The effect of time on word learning: An examination of decay of the memory trace and vocal rehearsal in children with and without specific language impairment. Journal of Communication Disorders, 44, 640–654.
   PubMed Web of Science ®Google Scholar
• Bakker, I., Takashima, A., van Hell, J.G., Janzen, G., & McQueen, J. M. (2014). Competition from unseen or unheard novel words: Lexical consolidation across modalities. Journal of Memory and Language, 73, 116–130.
   Web of Science ®Google Scholar
• Becker, T.C., & McGregor, K.K. (2015). How much do college students with learning disabilities learn from listening to lectures? Manuscript submitted for publication.
   Google Scholar
• Blalock, J.W. (1982). Persistent auditory language deficits in adults with learning disabilities. Journal of Learning Disabilities, 15, 604–609.
   PubMed Web of Science ®Google Scholar
• Dahan, D., Magnuson, J. S., & Tanenhaus, M. K. (2001). Time course of frequency effects in spoken-word recognition: Evidence from eye movements. Cognitive psychology, 42, 317–367.
   PubMed Web of Science ®Google Scholar
• Dollaghan, C. Campbell, T. F. (1998). Nonword repetition and child language impairment. Journal of Speech, Language, and Hearing Research, 41, 1136–1146.
   PubMed Web of Science ®Google Scholar
• Dumay, N., & Gaskell, M. G. (2007). Sleep-associated changes in the mental representation of spoken words. Psychological Science, 18, 35–39.
   PubMed Web of Science ®Google Scholar
• Fernandes, T., Kolinsky, R., & Ventura, P. (2009). The metamorphosis of the statistical segmentation output: Lexicalization during artificial language learning. Cognition, 112, 349–366.
   PubMed Web of Science ®Google Scholar
• Fidler, L.J., Plante, E., Vance, R. (2011). Identification of adults with developmental language impairments. American Journal of Speech-Language Pathology, 20, 2–13.
   PubMed Web of Science ®Google Scholar
• Gais, S., & Born, J. (2004). Declarative memory consolidation: Mechanisms acting during human sleep. Learning and Memory, 11, 679–685.
   PubMed Web of Science ®Google Scholar
• Gaskell, M.G., & Dumay, N. (2003). Lexical competition and the acquisition of novel words. Cognition, 89, 105–132.
   PubMed Web of Science ®Google Scholar
• Gray, S. (2003). Word-learning by preschoolers with specific language impairment: What predicts success? Journal of Speech, Language, and Hearing Research, 46, 56–67.
   PubMed Web of Science ®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
• Hargreaves, I. S., Pexman, P. M., Johnson, J. C., & Zdrazilova, L. (2012). Richer concepts are better remembered: Number of features effects in free recall. Frontiers in Human Neuroscience, 6, 73.
   PubMed Web of Science ®Google Scholar
• Hawkins, E., Astle, D. E., & Rastle, K. (2015). Semantic advantage for learning new phonological form representations. Journal of Cognitive Neuroscience, 27, 775–786.
   PubMed Web of Science ®Google Scholar
• Horst, J. S. (2013). Context and repetition in word learning. Frontiers in Psychology, 4, 149.
   PubMed Web of Science ®Google Scholar
• Huettig, F., Rommers, J., & Meyer, A.S. (2011). Using the visual world paradigm to study language processing: A review and critical evaluation. Acta psychologica, 137, 151–171.
   PubMed Web of Science ®Google Scholar
• Johnson, G., Gersten, R., & Carnine, D. (1987). Effects of instructional design variables on vocabulary acquisition of LI students: A study of computer-assisted instruction. Journal of Learning Disabilities, 20, 206–213.
   PubMed Web of Science ®Google Scholar
• Kapnoula, E. C., & McMurray, B. (2015). Newly learned word forms are abstract and integrated immediately after acquisition. Psychonomic Bulletin & Review, 1–9.
   PubMed Web of Science ®Google Scholar
• Kapnoula, E. C., Packard, S., Gupta, P., & McMurray, B. (2015). Immediate lexical integration of novel word forms. Cognition, 134, 85–99.
   PubMed Web of Science ®Google Scholar
• Kaufman, A.S., & Kaufman, N.L. (2004). The Kaufman Brief Intelligence Test-2. Circle Pines, MN: AGS Publishing.
   Google Scholar
• Korkman, M., & Pesonen, A.E. (1994). A comparison of neuropsychological test profiles of children with attention deficit hyperactivity disorder and/or learning disorder. Journal of Learning Disabilities, 27, 383–392.
   PubMed Web of Science ®Google Scholar
• Kuperman, V., Stadthagen-Gonzalez, H., & Brysbaert, M. (2012). Age-of-acquisition ratings for 30,000 English words. Behavior Research Methods, 44, 978–990.
   PubMed Web of Science ®Google Scholar
• Leach, L., & Samuel, A.G. (2007). Lexical configuration and lexical engagement: when adults learn new words. Cognitive Psychology, 55, 306–353.
   PubMed Web of Science ®Google Scholar
• Magnuson, J. S., Tanenhaus, M. K., Aslin, R. N., & Dahan, D. (2003). The time course of spoken word learning and recognition: studies with artificial lexicons. Journal of Experimental Psychology: General, 132, 202.
   PubMed Web of Science ®Google Scholar
• McGregor, K.K., Licandro, U., Arenas, R., Eden, N., Stiles, D., Bean, A., & Walker, E. (2013a). Why words are hard for adults with developmental language impairments. Journal of Speech, Language, and Hearing Research, 56, 1845–1856.
   PubMed Web of Science ®Google Scholar
• McGregor, K.K., Newman, R.M., Reilly, R.M., & Capone, N. (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
• McGregor, K.K., Oleson, J., Bahnsen, A., & Duff, D. (2013b). Children with developmental language impairment have vocabulary deficits characterized by limited breadth and depth. International Journal of Language and Communication Disorders, 48, 307–319.
   PubMed Web of Science ®Google Scholar
• McMurray, B., Samelson, V.M., Lee, S.H., & Tomblin, J.B. (2010). Individual differences in online spoken word recognition: Implications for SLI. Cognitive Psychology, 60, 1–39.
   PubMed Web of Science ®Google Scholar
• Morice, R., & McNicol, D. (1985). The comprehension and production of complex syntax in schizophrenia. Cortex, 21, 567–580.
   PubMed Web of Science ®Google Scholar
• Nash, M., & Donaldson, M. L. (2005). Word learning in children with vocabulary deficits. Journal of Speech, Language, and Hearing Research, 48, 439–458.
   PubMed Web of Science ®Google Scholar
• Rice, M.L., Oetting, J.B., Marquis, J., Bode, J., & Pae, S. (1994). Frequency of input effects on word comprehension of children with specific language impairment. Journal of Speech and Hearing Research, 37, 106–122.
   PubMedGoogle Scholar
• Richland, L. E., Kornell, N., & Kao, L. S. (2009). The pretesting effect: Do unsuccessful retrieval attempts enhance learning? Journal of Experimental Psychology: Applied, 15, 243.
   PubMed Web of Science ®Google Scholar
• Rigler, H., Farris-Trimble, A., Greiner, L., Walker, J., Tomblin, J. B., & McMurray, B. (2015). The slow developmental time course of real-time spoken word recognition. Developmental Psychology, 51, 1690.
   PubMed Web of Science ®Google Scholar
• Roediger, H. L.III, & Karpicke, J.D. (2006). The power of testing memory: Basic research and implications for educational practice. Perspectives on Psychological Science, 1, 181–210.
   Web of Science ®Google Scholar
• Rost, G.C. & McGregor, K.K. (2012). Miranda rights comprehension in young adults with specific language impairment. American Journal of Speech-Language Pathology, 21, 101–108.
   PubMed Web of Science ®Google Scholar
• Sheng, L., Byrd, C. T., McGregor, K. K., Zimmerman, H., & Bludau, K. (2015). List memory in young adults with language learning disability. Journal of Speech, Language, and Hearing Research, 58, 336–344.
   PubMed Web of Science ®Google Scholar
• Spivey, M. Grosjean, M., & Knoblich, G. (2005). Continuous attraction toward phonological competitors: Thinking with your hands. Proceedings of the National Academy of Sciences, 102, 10393–10398.
   PubMed Web of Science ®Google Scholar
• Storkel, H.L. (2015). Learning from input and memory evolution: Points of vulnerability on a pathway to mastery in word learning. International Journal of Speech-Language Pathology, 17, 1–12.
   PubMed Web of Science ®Google Scholar
• Storkel, H. L., Armbruster, J., & Hogan, T. P. (2006). Differentiating phonotactic probability and neighborhood density in adult word learning. Journal of Speech, Language, and Hearing Research, 49, 1175–1192.
   PubMed Web of Science ®Google Scholar
• Swingley D. (2007). Lexical exposure and word-form encoding in 1.5-year-oLIs. Developmental Psychology, 43, 454–464.
   PubMed Web of Science ®Google Scholar
• Takashima, A., Bakker, I., Van Hell, J. G., Janzen, G., & McQueen, J. M. (2014). Richness of information about novel words influences how episodic and semantic memory networks interact during lexicalization. NeuroImage, 84, 265–278.
   PubMed Web of Science ®Google Scholar
• Walker, MP. (2005). A refined model of sleep and the time course of memory formation. Behavioral and Brain Sciences 28, 51–64.
   PubMed Web of Science ®Google Scholar