This study investigated the multidimensional information underlying accurate speech perception as processed by children with mild to severe hearing impairments. Results suggested that the auditory dimension has a normal strength-of-processing level (thus normally distracting) but that the linguistic dimension has an underdeveloped…

This study found that a group of 20 children (ages 6-12) with autism and a group of 20 children with developmental receptive language disorder both manifested a relative sequential processing deficit. The groups did not differ significantly on overall sequential and simultaneous processing capabilities relative to their degree of language…

This paper reports on a 15-year follow-up of the linguistic and cognitive profile of a woman with standard trisomy 21 (Down syndrome). The follow-up found recent rapid deterioration in receptive and productive language skills. However, basic phonological and morphosyntactic skills are preserved. Her changing profile mirrors that found in aging…

This study compared factors contributing to Quick Incidental Learning of new vocabulary by 50 5-year olds with specific language impairment (SLI) and 2 comparison groups. Although SLI children exhibited a robust representational mapping ability, performance was modulated by a minimum input constraint and apparent problems with storage into…

This review describes the theory behind two new measures of spoken word recognition for children with sensory aids, the Lexical and the Multisyllabic Lexical Neighborhood Tests. It then summarizes data concerning the tests' word familiarity, interlist equivalency, and test-retest reliability. Results indicate that deaf children with cochlear…

This study examined developmental changes in lexical comprehension in 100 bilingual individuals at five age levels, all of whom had learned Spanish as a first language and English beginning at age 5. Although skills improved in both languages over time, by middle childhood performance was better in English, with this transition occurring earlier…

In response to theories of learning that attempt to get rid of contents, two arguments are provided which suggest that it is theoretically disputable that knowledge develops along the same kind of process for biology and history, physics and mathematics, or the geometry of the triangle, and the geometry of space. The first is that empirical…

Two criteria for the automatic encoding of learning, instructional manipulation, and stimulus characteristics were studied in subjects who judged the frequency of occurrence of words, letters, and nonwords. In Experiment 1, six word lists were constructed with varying frequency of alphabet letters. A variety of instructions were presented (whether…