Experimental Word Learning in Children With and Without Language Impairment
The purpose of this study is to compare the performances of normally developing children and children with Language Impairment (LI) in three different experimental settings designed to promote vocabulary acquisition. This comparison will also provide evidence to support different intervention approaches designed to increase vocabulary abilities, which has been proved to be one of the major deficits of young children with LI.
Allocation: Non-Randomized, Intervention Model: Parallel Assignment, Masking: Open Label, Primary Purpose: Treatment
Developmental Language Disorders
USP - Faculty of Medicine - Department of Physiotherapy, Communication Sciences and Disorders, Occupational Therapy
University of Sao Paulo
Results (where available)
- Source: http://clinicaltrials.gov/show/NCT00607334
- Information obtained from ClinicalTrials.gov on July 15, 2010
Medical and Biotech [MESH] Definitions
Learning in which the subject must respond with one word or syllable when presented with another word or syllable.
The gradual expansion in complexity and meaning of symbols and sounds as perceived and interpreted by the individual through a maturational and learning process. Stages in development include babbling, cooing, word imitation with cognition, and use of short sentences.
Use of word stimulus to strengthen a response during learning.
Change in learning in one situation due to prior learning in another situation. The transfer can be positive (with second learning improved by first) or negative (where the reverse holds).
Knowledge Of Results (psychology)
A principle that learning is facilitated when the learner receives immediate evaluation of learning performance. The concept also hypothesizes that learning is facilitated when the learner is promptly informed whether a response is correct, and, if incorrect, of the direction of error.
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