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Journal of Speech, Language, and Hearing Research Vol.41 1444-1458 December 1998.
© American Speech-Language-Hearing Association
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The Impact of Emphatic Stress on Novel Word Learning by Children With Specific Language Impairment

Susan Ellis Weismer 1
Linda J. Hesketh 1
1 University of Wisconsin-Madison

sweismer{at}facstaff.wisc.edu

This investigation examined the influence of emphatic stress on children's novel word learning. Forty school-age children participated in this study, including 20 children with specific language impairment (SLI) and 20 children with normal language (NL) development. Results indicated that there were no significant stress effects for comprehension or recognition of novel words (for which all children demonstrated relatively high levels of performance); however, children in both groups exhibited significantly better production of words that had been presented with emphatic stress than with neutral stress. These findings are discussed within a limited capacity framework of language processing.

KEY WORDS: emphatic stress, specific language impairment, lexical learning, limited capacity

Submitted on October 21, 1997
Accepted on April 25, 1998


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