The acquisition of a new morphological rule can be influenced by numerous factors, including the type of feedback provided during learning. The present study aimed to test the effect of different feedback types on children's ability to learn and generalize an artificial morphological rule (AMR). Two groups of eight-year-olds learned to judge and…

Purpose: Current auditory training methods typically result in improvements to speech recognition abilities in quiet, but learner gains may not extend to other domains in speech (e.g., recognition in noise) or self-assessed benefit. This study examined the potential of training involving multiple talkers and training emphasizing discourse-level…

Purpose: Kiran and colleagues (Kiran, 2007, 2008; Kiran & Johnson, 2008; Kiran & Thompson, 2003) previously suggested that training atypical examples within a semantic category is a more efficient treatment approach to facilitating generalization within the category than training typical examples. In the present study, the authors extended…

The current study investigates the effect of adding a semantic component, in the form of vocabulary, to the incremental rehearsal (IR) procedure. Sixty-one second- and third-grade students in a suburban elementary school were randomly assigned to one of two conditions: IR or IR with vocabulary. Each participant was taught seven previously unknown…

Five first grade language-impaired children were trained on the phonological and perceptual components of the retrieval process, segmenting words, manipulating word segments, and forming visual and auditory images. The children improved in naming untrained pictures, but five children whose training focused on semantic associations and organization…

Four patients with fluent aphasia received a semantic feature treatment to improve naming of either typical or atypical items within semantic categories. Patients trained on naming of atypical exemplars demonstrated generalization to naming of intermediate and typical items. Patients trained on typical items demonstrated no generalized naming…

This study, involving 40 preschool children with normal cognitive abilities, determined the effects of initial teaching of semantic elements on compound Blissymbol acquisition, retention, and generalization in a story-telling context. Results indicated that the initial teaching of elements did not contribute to compound acquisition and retention…