The ability of language-disordered children to use and modify hypotheses in discrimination learning  

Oleh:

Gholson, Barry ; Nelson, Lauren K. ; Lee, Rene Friemoth ; Kamhi, Alan G.

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: Applied Psycholinguistics vol. 6 no. 4 (Dec. 1985), page 435-452.

Ketersediaan

Perpustakaan PKBB Nomor Panggil: 405/APP/6 Non-tandon: tidak ada Tandon: 1

Lihat Detail Induk

Isi artikel

Blank-trial probe discrimination learning tasks were used to evaluate the hypothesis-testing abilities of 15 language-disordered and 30 normally developing children matched for mental age and language age. Children were presented with a series of two-dimensional learning set and orthogonal problems. No significant group differences were found in the learning set problems. All the children reached learning set criterion quickly, used a high proportion of simple object hypotheses, and maintained a high proportion of confirmed hypotheses. On the orthogonal problems, however, thl; languagedisordered and mental-aged- (MA) matched children performed significantly better than the younger normal children. These findings suggest that the cognitive and linguistic deficits language-disordered children exhibit do not reflect an underlying failure to generate and test hypotheses. This conclusion, however, does not seem to apply to all language-disordered children. In the final section of the paper, language-disordered children's cognitive strengths and weaknesses are interpreted within the context of an information-processing model.

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