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Disambiguation Effect:› Ambiguity task with a familiar object and an
unfamiliar object › Children choose the unfamiliar object when
presented with an unfamiliar name
Children as young as 15 months disambiguate (Markman, Wasow, & Hansen, 2003)
Phonetic similarity disrupts disambiguation (Merriman & Schuster, 1991)
Preschoolers disambiguate even when the adult gestures toward the familiar object (Jaswal & Hansen, 2006)
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To investigate how children with SLI resolve ambiguity in a disambiguation task given three word conditions: › a phonetically distinct (PD) word, › a phonetically similar (PS) word, › and an oppositional gesture (OG) combined
with a PD word
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36 object pairs : one familiar object and one unfamiliar object › 30 experimental trials
(10 PD, 10 PS, 10 OG) › 6 real word foils
The OG trial: pointing to the familiar object (e.g., the bowl) while simultaneously asking for an object with a PD word (e.g., “Get the clird”)
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15 Children: 10 Boys and 5 Girls 3 Groups: SLI, TD Chronological Age (CA)
peers, and TD Language Age (LA) peers
Groups Age Age
Equivalent
NDW
SLI
n = 5
5;0 to 6;11
M = 72
42-64
M = 51
62-95
M = 75
CA
n = 5
5;0 to 6;11
M = 72
72-84
M = 81
89-108
M = 98
LA
n = 5
3;5 to 5;0
M = 48
39-76
M = 61
69-95
M = 83
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Participants
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
Se
lect
ion
s o
f U
nfa
mili
ar
0
1
2
3
4
5
6
7
8
9
10
11
=SLI<CA5 LA
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Participants
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
Se
lectio
ns o
f U
nfa
mili
ar
0
1
2
3
4
5
6
7
8
9
10
11
=SLI<CA5 LA
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Participants
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
Se
lectio
ns o
f U
nfa
mili
ar
0
1
2
3
4
5
6
7
8
9
10
11
=SLI<CA5 LA
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5 and 6 year olds with SLI selected unfamiliar objects more than chance but significantly less often than same-age typically developing children
Could explain fast mapping deficits
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SLI: select familiar objects with PS words
TD: show varied responses
May be explained by › differences in lexical and phonological
activation› limited processing capacity
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7/10 TD children selected unfamiliar objects, overriding the gesture to the familiar object
SLI made random selections
Multiple factors in the event may be processed more flexibly by TD children
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Christina H. Fikes, M.S. [email protected]
Julie M. Estis, Ph.D., CCC-SLP
Brenda L. Beverly. Ph.D., CCC-SLP [email protected]