Can semantic enrichment lead to naming in a word extension task?

American Journal of Speech-language Pathology
Nina Capone Singleton

Abstract

This study examined the relationship between semantic enrichment and naming in children asked to extend taught words to untrained exemplars. Sixteen typically developing children ( M = 32.63 months, SD = 4.02) participated in 3 word learning conditions that varied semantic enrichment via iconic (shape, function) or point gesture. At test, children named taught referents and 2 exemplars of each taught object: shape similar and shape dissimilar. Naming accuracy and errors were analyzed between conditions. The point condition never outperformed the shape or function conditions. In naming taught words, the shape condition was superior to the point condition, whereas the function condition was only marginally superior to the point condition. However, in naming untrained exemplars, only the shape condition was superior to the point condition, and there were fewer indeterminate errors in the shape condition. Semantic enrichment supports naming, but shape cues appear to be particularly effective in using words beyond just-taught referents.

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Citations

Jul 30, 2016·Frontiers in Psychology·Katharina J Rohlfing, Kerstin Nachtigäller
May 5, 2017·Developmental Science·Allison Gladfelter, Lisa Goffman
May 20, 2017·Clinical Linguistics & Phonetics·Emily Lund, C Melanie Schuele
Nov 4, 2017·Journal of Speech, Language, and Hearing Research : JSLHR·Susanne S Vogt, Christina Kauschke
Jul 3, 2013·Journal of Speech, Language, and Hearing Research : JSLHR·Mary AltCecilia Figueroa
Jul 11, 2013·Journal of Speech, Language, and Hearing Research : JSLHR·Mary AltPaul M Alt
Jun 4, 2019·Journal of Speech, Language, and Hearing Research : JSLHR·Lian van Berkel-van HoofLudo Verhoeven
Feb 29, 2020·Journal of Speech, Language, and Hearing Research : JSLHR·Nina Capone Singleton, Laura Anderson
May 14, 2021·Frontiers in Psychology·Ulrich J Mertens, Katharina J Rohlfing

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