Does the Sequencing Between a Verb and an Action Impact Learning for Children With Developmental Language Disorder? A Feasibility Study of a New Experimental Paradigm.

Purpose

Understanding how to optimize verb-learning contexts is critical for vocabulary intervention for children with developmental language disorder (DLD). In this study, we explore the feasibility of a new experimental paradigm designed to assess whether the sequencing between a verb and its referent action impacts learning. We also consider whether what is optimal varies depending on verb meaning, contrasting manner verbs, which encode how an event unfolds, with result verbs, which encode event endstates.

Method

Eight 4- and 5-year-olds with DLD participated in this feasibility study. In the before condition, children heard novel verbs before seeing their referent actions. In the after condition, children heard the verbs after the actions were viewed. Children were asked to demonstrate knowledge of the novel verbs by pointing. Probabilities were compared with the null value expected by chance (50%). Additionally, we fit an exploratory generalized estimating equation model to the data with covariates for condition and verb type.

Results

Tests of predicted probabilities revealed that children did not demonstrate learning rates above chance in the before condition. Learning rates were above chance in the after condition for result but not manner verbs. Model estimates revealed differences in learning between the recall and generalization phases.

Conclusions

Our new experimental paradigm has the potential to be used for further research into children's verb-learning processes. Children with DLD appear to be impacted by the sequencing between a verb and its referent action based on this feasibility study; however, further research is required to adequately understand the impact of sequencing on verb learning for children with DLD. SUPPLEMENTAL MATERIAL https://doi.org/10.23641/asha.33332601.