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DISAMBIGUATION BY CHILDREN WITH SLI: THE EFFECTS OF WORD AND CONTEXT FACTORS

DISAMBIGUATION BY CHILDREN WITH SLI: THE EFFECTS OF WORD AND CONTEXT FACTORS. Christina H. Fikes , M.S. Julie M. Estis, Ph.D. Brenda L. Beverly, Ph.D. University of South Alabama. Disambiguation. Disambiguation Effect: Ambiguity task with a familiar object and an unfamiliar object

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DISAMBIGUATION BY CHILDREN WITH SLI: THE EFFECTS OF WORD AND CONTEXT FACTORS

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  1. DISAMBIGUATION BY CHILDREN WITH SLI: THE EFFECTS OF WORD AND CONTEXT FACTORS Christina H. Fikes, M.S. Julie M. Estis, Ph.D. Brenda L. Beverly, Ph.D. University of South Alabama

  2. Disambiguation • Disambiguation Effect: • Ambiguity task with a familiar object and an unfamiliar object • Children choose the unfamiliar object when presented with an unfamiliar name • Children as young as 15 months disambiguate(Markman, Wasow, & Hansen, 2003) • Phonetic similarity disrupts disambiguation (Merriman & Schuster, 1991) • Preschoolers disambiguate even when the adult gestures toward the familiar object (Jaswal & Hansen, 2006)

  3. Purpose of Investigation To investigate how children with SLI resolve ambiguity in a disambiguation task given three word conditions: • a phonetically distinct (PD) word, • a phonetically similar (PS) word, • and an oppositional gesture (OG) combined with a PD word

  4. Experimental Procedures • 36 object pairs : one familiar object and one unfamiliar object • 30 experimental trials (10 PD, 10 PS, 10 OG) • 6 real word foils • The OG trial: pointing to the familiar object (e.g., the bowl) while simultaneously asking for an object with a PD word (e.g., “Get the clird”)

  5. Participants • 15 Children: 10 Boys and 5 Girls • 3 Groups: SLI, TD Chronological Age (CA) peers, and TD Language Age (LA) peers

  6. Mean percentage of selections of unfamiliar objects in PD, PS, and OG word conditions

  7. Individual performances in the PD word condition

  8. Individual performances in the PS word condition

  9. Individual performances in the OG word condition

  10. Summary of Research Findings

  11. Children with SLI show reduced disambiguation • 5 and 6 year olds with SLI selected unfamiliar objects more than chance but significantly less often than same-age typically developing children • Could explain fast mapping deficits

  12. Disambiguation influenced byword characteristics • SLI: select familiar objects with PS words • TD: show varied responses • May be explained by • differences in lexical and phonological activation • limited processing capacity

  13. Social pragmatic cues interact with linguist information • 7/10 TD children selected unfamiliar objects, overriding the gesture to the familiar object • SLI made random selections • Multiple factors in the event may be processed more flexibly by TD children

  14. Contact Information Christina H. Fikes, M.S. challer15@yahoo.com Julie M. Estis, Ph.D., CCC-SLP jestis@usouthal.edu Brenda L. Beverly. Ph.D., CCC-SLP bbeverly@usouthal.edu

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