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. 2013 Oct-Dec;33(4):328-346.
doi: 10.1097/01.TLD.0000437942.85989.73.

Visual fast mapping in school-aged children with Specific Language Impairment

Mary Alt  1
Affiliations

Visual fast mapping in school-aged children with Specific Language Impairment

Mary Alt. Top Lang Disord. 2013 Oct-Dec.
No abstract available

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Figures

Figure 1
Figure 1
Example of Low and High Complexity Conditions for Task 1
Figure 2
Figure 2
Example of Response Screen and Response Screen with Feedback
Figure 3
Figure 3
Performance of Groups by Visual Feature on First Half of Experiment 2 with Black Line Indicating Perfect Efficiency and Higher Numbers Indicating Lower Efficiency
See this image and copyright information in PMC

References

    1. Alloway TP, Archibald L. Working memory and learning in children with developmental coordination disorder and specific language impairment. Journal of Learning Disabilities. 2008;41:251–262. - PubMed
    1. Alt M. Phonological working memory impairments in children with specific language impairment: Where does the problem lie? Journal of Communication Disorders. 2011;44:173–185. - PMC - PubMed
    1. Alt M, Plante E, Creusere M. Semantic features in fast-mapping: Performance on preschoolers with specific language impairment versus preschoolers with normal language. Journal of Speech, Language, and Hearing Research. 2004;47:407–420. - PubMed
    1. Alt M, Plante E. Factors that influence lexical and semantic fast mapping of young children with specific language impairment. Journal of Speech, Language, and Hearing Research. 2006;49:941–954. - PubMed
    1. Alt M, Suddarth R. Learning novel words: Detail and vulnerability of initial representations for children with specific language impairment and typically developing peers. Journal of Communication Disorders. 2012;45:84–97. - PMC - PubMed

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