We investigated whether limited bound-morpheme generalization (BMG) by preschool children with SLI is functionally related to limited learning of training targets (words, affixed forms). Thirty children with SLI and 30 age-/gendermatched controls participated in the study. Production probes revealed a dissociation between learning and generalization performance. In addition, the number of children who achieved criterion-level BMG increased abruptly during an additional instructional experience with new training targets. These findings suggest that positive evidence of a bound morpheme's generalizability to different vocabulary stems benefits BMG. Furthermore, they suggest that limited BMG reflects problems not with the storage or access of specific trained facts but with the extraction and extension of the linguistic pattern (e.g., regularity, "rule") instantiated in the learning targets.
KEY WORDS: bound-morpheme learning, generalization, preschool children, specific language impairment, rule induction
Submitted on January 12, 1998
Accepted on September 8, 1998
This article has been cited by other articles:
S. Gray and S. Brinkley
Fast Mapping and Word Learning by Preschoolers With Specific Language Impairment in a Supported Learning Context: Effect of Encoding Cues, Phonotactic Probability, and Object Familiarity
J Speech Lang Hear Res, June 1, 2011; 54(3): 870 - 884.
[Abstract] [Full Text] [PDF]