Nichole Eden

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PURPOSE To determine whether word learning problems associated with developmental language impairment (LI) reflect deficits in encoding or subsequent remembering of forms and meanings. METHOD Sixty-nine 18- to 25-year-olds with LI or without (the normal development [ND] group) took tests to measure learning of 16 word forms and meanings immediately after(More)
Sentence complexity in children with autism and specific language impairment." MA (Master of Arts) thesis, iii ABSTRACT Children with high-functioning autism, children with specific language impairment, children with autism and language impairment, and controls produced sentences after a prompt to form a sentence using a specific word. The sentences were(More)
PURPOSE To describe the word-learning problems characteristic of developmental language impairment (LI). METHOD College students with LI (n = 39) or normal language development (ND, n = 40) attempted to learn novel word forms. Training for half of the words was meaning-focused; training for the other half was form-focused. Form recognition and stem(More)
Purpose The aim of this study was to determine whether the word-learning challenges associated with developmental language disorder (DLD) result from encoding or retention deficits. Method In Study 1, 59 postsecondary students with DLD and 60 with normal development (ND) took the California Verbal Learning Test-Second Edition, Adult Version (Delis,(More)
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