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Abstract:
Abstract: The relationship between auditory word
discrimination, receptive and expressive language is not well
understood. In the present investigation we tracked the daily
language learning progressions of 216 children with developmental
language impairments, average age of 8.75 years, on seven
computer-based language learning exercises. The training exercises
were designed to improve the aural speech reception abilities in
children with language impairments. Learning progressions on the
exercises were evaluated to determine their relationship with
standardized measures of receptive and expressive language
performance. Results showed significant improvements on both the
receptive and expressive language scores following language
training (F (2, 100) = 73.195, p < .0001). However, based on
their learning progressions, training subgroups were identified.
that did reveal a significant dissociation on the observed
improvements in receptive and expressive language following
training. While measures of receptive language did not
significantly differ among the three groups differing in training
performance a significant difference in expressive language was
observed among the three groups. Expressive language improvements
were the largest in children with the highest training performance.
A review of the current neurolinguistic models of language will be
considered and evaluated for consistency with these new
findings.
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