title: Learning and generalization components of morphological acquisition by children with specific language impairment: is there a functional relation?
abstract: Children with specific language impairment (SLI) have particular difficulty acquiring bound morphemes. To determine whether these morphological deficits spring from impairments of rule-induction or memory (storage/access) skills, 25 preschool-age children with normal language (NL) and 25 age-matched children with SLI were presented with a novel vocabulary and novel bound-morpheme learning task. A chi square analysis revealed that the children with SLI had significantly lower vocabulary learning levels than NL children. In addition, there was tentative evidence that a dependency relationship existed in some children between success in vocabulary learning and proficiency in generalizing a trained bound morpheme to untrained vocabulary stems. These findings are predicted by the storage/access but not the rule-induction theory of specific language impairment. They suggest that intervention targeting bound-morpheme skills acquisition in children with SLI might include attention to vocabulary development.
authors.affiliation: Child Language Laboratory, University of Arizona, Tucson.
authors.forename: L
authors.initials: L
authors.lastname: Swisher
authors.forename: D
authors.initials: D
authors.lastname: Snow
mesh_terms: D002648:Child; D002663:Child Language; D002675:Child, Preschool; D006801:Humans; D007804:Language Development; D007806:Language Disorders / Q000175:diagnosis*; D007807:Language Tests; D008568:Memory; D014706:Verbal Learning; D014825:Vocabulary