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Implicit Learning In Preschool Children With And Without Developmental Language Disorder, Abigail E. Tolomei

University Honors Theses

The study below was designed to compare implicit learning in fifty-two preschool-aged children with and without developmental language disorder (DLD) to test the Procedural Deficit Hypothesis (PDH). The PDH claims that procedural memory, the basis of implicit learning, is the main impairment in DLD. Using a computer-based program to conduct sound-meaning-mapping tasks, we asked children to select one of two images according to the corresponding sound they heard. After all the participants were tested, an additional cue was found in the experiment that impacted the data. Instead of the children attuning to the sounds to depict the correct answer, the …

Explicit Learning Of Auditory Categories In Preschoolers With And Without Developmental Language Disorder, Lauren Casey

University Honors Theses

This study a part of a broader study including Quam et al. (2020) and Yu (2020) with the aim of understanding how children with and without developmental language disorder learn language. With a better understanding of the underlying learning mechanisms affected in DLD, better interventions can be implemented. The current study investigates explicit language learning in preschoolers with and without developmental language disorder (DLD). This was done by observing sound discrimination and explicit sound-meaning mapping. One child with DLD and 29 children with typical language development (TLD) participated in this study. Inclusion in each group was determined by a hearing …

Auditory Short-Term Memory Span And Sequence For Five Different Stimulus Types, Sandra L. Burford

Dissertations and Theses

This study investigated the effects of stimulus type on the measurement s of short-term auditory memory span and short-term auditory memory for sequence to determine if span and sequence measures were the same within each of five subtests and if span and/or sequence measures varied across all five subtests. A total of forty-five normal second, third, and fourth grade subjects were individually administered the Auditory Memory Test Battery (AMTB) which consisted of five tape-recorded tests of recall for digit sequences, unrelated word sequences, related word sequences, nonsense word sequences, and sentences. The subjects responded verbally to the randomly presented subtests. …

A Study Of The Relationship Between Articulation Proficiency And Auditory Conceptualization Ability, Alana Fenwick Bradley

Dissertations and Theses

This investigation compared the auditory conceptualization ability (Lindamood and Lindamood, 1970) or vocal phonics (Van Riper, 1963) of third grade students with and without articulation deficits in an attempt to determine if a relationship exists between auditory conceptualization ability and articulation ability. The specific question posed was: Is there a statistically significant difference in auditory conceptualization ability between third grade children with various degrees of articulation deficits and third grade children without articulation deficits.

Listener Perception Of Fluent, Breathy, And Imprecisely Articulated Speech Of Stutterers, Diane Carol Campbell

Dissertations and Theses

Because communication involves both a sender of messages, each person could influence the other’s feelings about speaking and listening. The reactions of each member of this communication network will determine how communication will flow in the future. With an understanding of the feedback system between speakers and listeners, researchers have designed management programs which allow the speaker who stutters to develop a new pattern of speech which does not hinder his communication efforts. Fluency is the primary consideration, and normalcy of speech is second. One such program has been devised by Casteel (1974).

In Casteel’s stuttering management program a person …