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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)
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)
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)
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