Sponsor
Portland State University. Department of Speech and Hearing Sciences
First Advisor
Carolyn Quam
Term of Graduation
Summer 2020
Date of Publication
10-1-2020
Document Type
Thesis
Degree Name
Master of Science (M.S.) in Speech and Hearing Sciences
Department
Speech and Hearing Sciences
Language
English
Subjects
Language disorders in children, Visual discrimination, Auditory perception
DOI
10.15760/etd.7460
Physical Description
1 online resource (viii, 64 pages)
Abstract
The current study examined implicit sound- and visual-meaning-mappings of children with and without Developmental Language Disorder (DLD).
One child with DLD and 29 children with typical language development (TLD) were included in the study, based on results from a hearing screening and standardized assessments of cognitive and expressive language skills. Participants completed two computer-based experiments, which were designed to investigate: 1) sound discrimination (pitch and duration), implicit mapping of sound stimuli to objects; 2) visual discrimination, implicit mapping of visual stimuli to objects.
The current study showed that children with TLD who implicitly learned pitch categories showed better mapping of sound stimuli to objects than children with TLD who implicitly learned duration categories. The one child with DLD who learned pitch categories showed implicit learning in the mapping task. The child also showed implicit learning of visual stimuli in the visual experiment. An association between sound-discrimination scores and sound mapping performance in multivariate analyses of covariance (MANCOVAs) was not found in the TLD group. An interaction between visual discrimination and phase in the test block was found. Correlation tests revealed a negligibly positive association between visual discrimination and visual learning of the second phase in the test block in the TLD group, suggesting that links were starting to appear as children learned the categories.
Findings are discussed in the context of recruitment challenges, and potential experimental design adjustments are suggested for future work.
Rights
In Copyright. URI: http://rightsstatements.org/vocab/InC/1.0/ This Item is protected by copyright and/or related rights. You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s).
Persistent Identifier
https://archives.pdx.edu/ds/psu/34138
Recommended Citation
Yu, Wanchi, "Implicit Learning of Children With and Without Developmental Language Disorder Across Auditory and Visual Categories" (2020). Dissertations and Theses. Paper 5588.
https://doi.org/10.15760/etd.7460