Purpose The aim of the study was to determine the integrity of fast mapping among adults with developmental language disorder (DLD). Method Forty-eight adults with DLD or typical language development (TD) were presented with 24 novel words and photos of their unfamiliar referents from the semantic categories of mammal, bird, fruit, or insect in two conditions. In the fast-mapping condition, 12 of the 24 unfamiliar referents were presented, one at a time alongside a familiar referent (e.g., a dog) and a question (e.g., Is the tail of the torato up? ). In the explicit-encoding condition, the other 12 unfamiliar referents were presented alone, one at a time, with a label (e.g., This is a spimer ). Immediately after exposure (T1) and again after a 1-day interval (T2), memory for the word-to-exemplar link was measured with a three-alternative forced-choice test, requiring the participant to match a spoken word to one of three pictured referents from the training set. At T2, memory for semantic category information was measured with a four-alternative forced-choice test, requiring the participant to match a spoken word to one of four prototypical silhouettes representing each of the semantic categories. Results Performance on word-to-exemplar link recognition was stronger for words learned in the explicit-encoding than the fast-mapping condition and stronger for the TD group than the DLD group. Time was not a significant factor as both groups maintained posttraining levels of performance after a 1-day retention interval. Performance on semantic category recognition was stronger for words learned in the explicit-encoding than the fast-mapping condition and stronger for the TD group than the DLD group. The lower category recognition performance of the DLD group was related to their lower nonverbal IQ scores. Conclusion Contexts that allow for explicit encoding yield better learning of word-to-referent links than contexts that allow for fast mapping in both stronger and weaker learners. Adults with DLD have difficulty learning the link between words and referents, whether trained via fast mapping or explicit encoding and whether tested with exemplar or category referents. Retention is a relative strength for adults with DLD. Supplemental Material https://doi.org/10.23641/asha.12765551

中文翻译：

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患有发育性语言障碍的成年人的快速映射能力


目的该研究的目的是确定患有发育性语言障碍（DLD）的成年人快速绘图的完整性。方法 在两种条件下，向 48 名患有 DLD 或典型语言发展 (TD) 的成年人展示 24 个新词和他们不熟悉的所指对象的照片，这些词来自哺乳动物、鸟类、水果或昆虫的语义类别。在快速映射条件下，24 个不熟悉的参照物中的 12 个被呈现，一次一个与一个熟悉的参照物（例如，一只狗）和一个问题（例如，龙猫的尾巴朝上吗？）。在显式编码条件下，其他 12 个不熟悉的指示物单独呈现，一次一个，并带有标签（例如，这是一个 Spimer ）。暴露后立即（T1）和 1 天间隔后（T2），通过三项强制选择测试来测量单词与范例链接的记忆，要求参与者将口语单词与其中之一相匹配。训练集中的三个图片参考对象。在 T2 阶段，语义类别信息的记忆通过四项强制选择测试进行测量，要求参与者将口语单词与代表每个语义类别的四个原型轮廓之一进行匹配。结果 对于在显式编码中学习的单词，单词到样本链接识别的性能比快速映射条件更强，并且 TD 组比 DLD 组更强。时间并不是一个重要因素，因为两组在 1 天的保留间隔后都保持了训练后的表现水平。对于在显式编码中学习的单词，语义类别识别的性能优于快速映射条件，并且 TD 组的性能优于 DLD 组。 DLD 组较低的类别识别能力与其较低的非语言智商分数有关。结论与允许强学习器和弱学习器快速映射的上下文相比，允许显式编码的上下文可以更好地学习单词到指代链接。患有 DLD 的成年人很难学习单词和所指对象之间的联系，无论是通过快速映射还是显式编码进行训练，也无论是使用范例还是类别所指对象进行测试。保留能力是患有 DLD 的成年人的相对优势。补充材料https://doi.org/10.23641/asha。12765551