Journal of Speech Language and Hearing Research最新文献

{"title":"Effects of Individual Differences and Prosodic Focus on the Interpretation of Quantity Scalar Terms in Mandarin-Speaking 3- to 8-Year-Olds.","authors":"Yuhan Jiang, Ting Wang","doi":"10.1044/2024_JSLHR-24-00468","DOIUrl":"10.1044/2024_JSLHR-24-00468","url":null,"abstract":"<p><strong>Purpose: </strong>This study focuses on examining how individual differences, including biological, linguistic, and cognitive traits, and prosodic focus affect the computation biases and reaction time (RT) associated with quantity scalar terms in Mandarin-speaking children aged 3-8 years.</p><p><strong>Method: </strong>The participants of this study were 27 Mandarin-speaking children aged 3-8 years. They completed a computer-based sentence evaluation task, and their receptive vocabulary, nonverbal IQ, and theory of mind (ToM) skills were assessed. Additionally, parents provided insights into their children's executive functions, including working memory, planning, regulation, and inhibition abilities, through a questionnaire reflecting daily performance.</p><p><strong>Results: </strong>Mandarin-speaking 3- to 8-year-olds showed pervasive quantifier semantic biases versus bimodally distributed ad hoc semantic/pragmatic biases. Their quantifier pragmatic bias increased with age, working memory, and planning abilities but decreased with first-order ToM. In contrast, their ad hoc pragmatic bias improved with second-order ToM, working memory, planning, and inhibition abilities but decreased with age and receptive vocabulary. Prosodic focus reduced the number of hesitators and minimized the RT differences between hesitators and pragmatic/semantic responders.</p><p><strong>Conclusions: </strong>Children show a higher overall pragmatic bias in ad hoc compared to quantifier scalar terms, alongside notable individual differences. Quantifier and ad hoc scalar terms appear to have different initial interpretations, with the former leaning toward a semantic interpretation and the latter toward a pragmatic one. Prosodic focus reduced hesitation and encouraged further processing, although it did not significantly alter interpretation biases. Future studies should employ larger sample sizes and implicit measures to further explore these findings.</p>","PeriodicalId":51254,"journal":{"name":"Journal of Speech Language and Hearing Research","volume":" ","pages":"895-914"},"PeriodicalIF":2.2,"publicationDate":"2025-03-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143366636","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Small-Dose Behavioral Treatment Effects: Learning Following 2 Hours of Computer-Based Conversational Script Training in Individuals With Poststroke Aphasia.","authors":"Emily J Braun, Leora R Cherney","doi":"10.1044/2024_JSLHR-24-00326","DOIUrl":"10.1044/2024_JSLHR-24-00326","url":null,"abstract":"<p><strong>Purpose: </strong>Optimal dosage parameters are underspecified for aphasia therapy. This study evaluated effects of small doses of conversational script training in individuals with chronic poststroke aphasia.</p><p><strong>Method: </strong>Ten adults with chronic poststroke aphasia completed 2 hr of computerized conversational script training on two consecutive days via AphasiaScripts. Accuracy and rate of production of a trained and an untrained conversational script were probed at three baseline timepoints and various timepoints after the first and second treatment sessions up to 2 weeks posttreatment. Generalization in accuracy of trained script production was evaluated through a live conversational interaction. Mixed-effects linear regression models evaluated changes in accuracy and rate of script production across timepoints.</p><p><strong>Results: </strong>Participants showed significantly improved accuracy and rate of trained script production immediately following 1 and 2 hr of treatment. Gains in script production accuracy and rate were maintained up to 1 week posttreatment. Generalization probe production accuracy improved significantly from baseline to immediately posttreatment and 2 weeks posttreatment.</p><p><strong>Conclusions: </strong>Improvement in production of trained conversational scripts following 1 and 2 hr of treatment can be documented in individuals with poststroke aphasia. These results provide estimates for the effects of 1 and 2 hr of conversational script training that can be used in future dosage manipulations.</p><p><strong>Supplemental material: </strong>https://doi.org/10.23641/asha.28339925.</p>","PeriodicalId":51254,"journal":{"name":"Journal of Speech Language and Hearing Research","volume":" ","pages":"1075-1091"},"PeriodicalIF":2.2,"publicationDate":"2025-03-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143442774","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Role of Parental Temperament and Parent-Child Fit in Two Stuttering Therapy Programs for Preschool-Aged Children Who Stutter: A Preliminary Study.","authors":"Diellza Berani, Marie-Christine Franken, Lottie Stipdonk","doi":"10.1044/2024_JSLHR-24-00062","DOIUrl":"10.1044/2024_JSLHR-24-00062","url":null,"abstract":"<p><strong>Purpose: </strong>To understand factors contributing to therapy success, this study investigated the role of parents' temperament and the fit between parents' temperament and parent-reported child behavior problems in therapy outcomes across two therapy types.</p><p><strong>Method: </strong>A total of 177 children who stutter and their parents were included in this study. Data from 149 children were present at the follow-up. Children received either Lidcombe Program (LP) or Rotterdam Evaluation Study of Stuttering Therapy randomized trial-Demands and Capacities Model (RESTART-DCM) therapy. Parents' temperaments and children's behaviors were measured at baseline. At 18 months of therapy postonset (T4) and 5 years later (T5), the children's remittance or persistence in stuttering was assessed.</p><p><strong>Results: </strong>High parental novelty seeking and high harm avoidance were associated with transient stuttering at T4 in the entire sample. Looking across therapies, novelty seeking remained significant in the RESTART-DCM group at T4, whereas in the LP group, significant associations were observed for reward dependence (at T4 and T5) and persistence (at T4). Meanwhile, none of the parent-child fits were associated with therapy outcome.</p><p><strong>Conclusions: </strong>The results suggest that for preschoolers receiving treatment, parents who tend to seek novelty and exploration, as well as those with greater vigilance toward harm, have a positive impact on therapy success. In contrast, socially dependent parents might have a negative impact on therapy success in children receiving LP treatment, whereas diligent parents could serve as a protective factor in this therapy. These exploratory results should be interpreted with caution, and future research will be crucial to confirm and further interpret these results.</p>","PeriodicalId":51254,"journal":{"name":"Journal of Speech Language and Hearing Research","volume":" ","pages":"915-934"},"PeriodicalIF":2.2,"publicationDate":"2025-03-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143392519","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Perception Versus Comprehension of Bound Morphemes in Children Who Are Deaf and Hard of Hearing: The Pivotal Role of Form-Meaning Mapping.","authors":"Joe Barcroft, Elizabeth Mauzé, Mitchell Sommers, Brent Spehar, Nancy Tye-Murray","doi":"10.1044/2024_JSLHR-24-00271","DOIUrl":"10.1044/2024_JSLHR-24-00271","url":null,"abstract":"<p><strong>Purpose: </strong>Bound morphemes are challenging for children who are deaf and hard of hearing (DHH) to acquire and to use successfully. The challenge arises in part from limited access to spoken word forms as a result of reduced audibility during perception, but successful comprehension requires access to <i>both</i> the morphological forms and the mapping between these forms and their meanings. This study investigated the relationship between perception and comprehension of bound morphemes in order to assess the impact of form-meaning mapping on performance.</p><p><strong>Method: </strong>Seventy-eight elementary school-age children who are DHH were tested on their perception and comprehension of four bound morphemes: third-person -<i>s</i>, possessive <i>-s</i>, past tense <i>-ed,</i> and plural -<i>s/es</i>. During assessment, these appeared in sentences presented using both auditory-only and auditory-visual modalities. The assessment procedure dissociated (a) perception of form using a sentence repetition task from (b) comprehension of meaning based on responses to a two-choice picture discrimination task.</p><p><strong>Results: </strong>Analyses both confirmed the reliability of the measures of perception and comprehension and revealed generally higher performance for perception over comprehension. Critically, correlations between perception and comprehension were mostly not significant. Secondary findings included that higher performance for one bound morpheme did not imply higher performance on others and a significant relationship between measures of vocabulary and performance on the bound morpheme tasks.</p><p><strong>Conclusions: </strong>The findings of the study highlight the importance of distinguishing between perception versus comprehension of morphological forms. Successful comprehension requires form-meaning mapping, whereas successful perception requires only acquisition of form. Both theoretical and practical implications of the mapping component of speech processing are discussed, including the value of providing programs of auditory training that are meaning-oriented in nature.</p>","PeriodicalId":51254,"journal":{"name":"Journal of Speech Language and Hearing Research","volume":" ","pages":"1024-1037"},"PeriodicalIF":2.2,"publicationDate":"2025-03-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143442762","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Maternal Oral Reading Expressiveness in Relation to Toddlers' Concurrent Language Skills Across a Continuum of Early Language Abilities.","authors":"Jennifer Zuk, Kelsey E Davison, Laura A Doherty, Brittany L Manning, Lauren S Wakschlag, Elizabeth S Norton","doi":"10.1044/2024_JSLHR-24-00623","DOIUrl":"10.1044/2024_JSLHR-24-00623","url":null,"abstract":"<p><strong>Purpose: </strong>A rich body of evidence has illuminated the importance of caregivers' use of prosody in facilitating young children's language development. Although caregiver-child shared reading has been repeatedly linked to children's language skills, caregiver prosody during shared reading interactions (i.e., oral reading expressiveness) has been largely overlooked in research to date. Here, we investigated whether maternal oral reading expressiveness is associated with language skills among late-talking and typical-talking toddlers.</p><p><strong>Method: </strong>Forty mother-child dyads, with toddlers classified as either late talkers (<i>n</i> = 18) or typical talkers (<i>n</i> = 22), engaged in a shared reading interaction. Acoustic measures of oral reading expressiveness (mean fundamental frequency [<i>F</i>0], rate) were compared between mothers of late versus typical talkers. Whole-group analyses then examined oral reading expressiveness in relation to toddlers' concurrent receptive and expressive language skills across the continuum.</p><p><strong>Results: </strong>Between-group comparisons of mothers of late versus typical talkers revealed no group differences in oral reading expressiveness. However, whole-group, continuous analyses of maternal oral reading expressiveness in relation to toddlers' concurrent language skills revealed that maternal oral reading expressiveness, specifically mean <i>F</i>0, significantly contributed to the prediction of toddlers' receptive language skills, accounting for demographic and socioeconomic factors.</p><p><strong>Conclusions: </strong>Initial findings suggest that maternal oral reading expressiveness is associated with children's emerging language skills and warrant further investigation of how this relates to broader aspects of children's home language environments. This work carries implications for oral reading expressiveness as one facet of shared reading with potential to facilitate early language skill development.</p>","PeriodicalId":51254,"journal":{"name":"Journal of Speech Language and Hearing Research","volume":" ","pages":"1177-1187"},"PeriodicalIF":2.2,"publicationDate":"2025-03-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143517091","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Linguistic Skills and Text Reading Comprehension in Prelingually Deaf Readers: A Systematic Review.","authors":"Marina Olujić Tomazin, Tomislav Radošević, Iva Hrastinski","doi":"10.1044/2024_JSLHR-24-00512","DOIUrl":"10.1044/2024_JSLHR-24-00512","url":null,"abstract":"<p><strong>Purpose: </strong>Despite the considerable scientific interest in researching the reading skills of the deaf population, most of these studies focus on reading comprehension (RC) at the word or sentence level. Such reading activates different underlying language processes than text-level reading, which is more akin to real-life reading literacy. The results of 36 studies on different linguistic skills and their correlation/prediction with text RC of deaf readers are reviewed, taking into account age and two language modalities (spoken language [SpL] and sign language [SL]).</p><p><strong>Method: </strong>The studies were systematized and analyzed according to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses 2020 (Page et al., 2021).</p><p><strong>Results: </strong>Most reviewed studies (92%) investigated how lexical and phonological skills in SpL relate to RC in deaf people, although there is a lack of studies (33%) investigating the relationship between morphological and syntactic skills in SpL and text-based RC in deaf people. Although results on phonology are quite conflicting, studies of this review consistently confirm that lexical skills are positively related to text RC. Despite only a few published studies on morphological and syntactic skills and RC in deaf readers, the results show strong evidence of their association. This review also provides evidence of a significant cross-modal correlation between SL skills and RC, by showing that in children and adolescents, better phonological skills and receptive vocabulary are associated to better RC, whereas in adults, only studies examining grammatical skills in SL found a significant association with RC in bimodal bilingual deaf readers.</p><p><strong>Conclusions: </strong>Lexical knowledge appears to be the primary contributor to text RC in deaf readers, whereas phonological effects remain inconclusive. Although morphological and syntactic competencies' impact warrants further investigation, they demonstrate consistent association with RC. There is also clear evidence of a positive cross-modal relationship between SL skills and RC.</p>","PeriodicalId":51254,"journal":{"name":"Journal of Speech Language and Hearing Research","volume":" ","pages":"1277-1310"},"PeriodicalIF":2.2,"publicationDate":"2025-03-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143442761","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Determining Optimal Talker Variability for Nonnative Speech Training: A Systematic Review and Bayesian Network Meta-Analysis.","authors":"Xiaojuan Zhang, Bing Cheng, Yu Zou, Yang Zhang","doi":"10.1044/2024_JSLHR-24-00599","DOIUrl":"10.1044/2024_JSLHR-24-00599","url":null,"abstract":"<p><strong>Purpose: </strong>This meta-analysis study aimed to determine the optimal level of talker variability in training to maximize second-language speech learning.</p><p><strong>Method: </strong>We conducted a systematic search for studies comparing different levels of talker variability in nonnative speech training, published through July 2024. Two independent reviewers screened studies for eligibility, extracted data, and assessed the risk of bias. A Bayesian network meta-analysis was implemented to estimate relative effect sizes of different talker variability training conditions and rank these conditions by their posterior probabilities using surface under the cumulative ranking curve (SUCRA) values.</p><p><strong>Results: </strong>A total of 32 studies involving 998 participants were analyzed to compare six training conditions based on the number of talkers. Using a no-training control condition as the reference and excluding the outlier, the random-effects model showed that training with six talkers was most effective (SUCRA = 94%, standardized mean difference [SMD] = 2.09, 95% CrI [1.30, 2.89]), exhibiting moderate between-study heterogeneity (posterior median <i>SD</i> = 0.60, 95% CrI [0.39, 0.90]). However, when considering both the format of talker presentation and training exposure, the conditions with four talkers presented in blocks across training sessions (SUCRA = 77%, SMD = 1.47, 95% CrI [0.92, 2.10]), two talkers intermixed during sessions (SUCRA = 75%, SMD = 1.65, 95% CrI [0.24, 3.03]), and six talkers intermixed (SUCRA = 72%, SMD = 1.38, 95% CrI [0.97, 1.79]), all showed similarly high effectiveness with only minor differences.</p><p><strong>Conclusions: </strong>This systematic review and Bayesian network meta-analysis demonstrate for the first time that optimizing talker variability in nonnative speech training requires a careful balance between the number of talkers and the presentation format. The findings suggest that a moderate level of talker variability is most effective for improving second-language speech training outcomes.</p><p><strong>Supplemental material: </strong>https://doi.org/10.23641/asha.28319345.</p>","PeriodicalId":51254,"journal":{"name":"Journal of Speech Language and Hearing Research","volume":" ","pages":"1006-1023"},"PeriodicalIF":2.2,"publicationDate":"2025-03-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143411557","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Interaction Between Vowel Quality and Intensity in Loudness Perception of Short Vowels in Mongolian.","authors":"Bailing Qi, Li Dong","doi":"10.1044/2024_JSLHR-24-00366","DOIUrl":"10.1044/2024_JSLHR-24-00366","url":null,"abstract":"<p><strong>Purpose: </strong>This study investigated the influence of vowel quality on loudness perception and stress judgment in Mongolian, an agglutinative language with free word stress. We aimed to explore the effects of intrinsic vowel features, presentation order, and intensity conditions on loudness perception and stress assignment.</p><p><strong>Method: </strong>Eight Mongolian short vowel phonemes (/ɐ/, /ə/, /i/, /ɪ/, /ɔ/, /o/, /ʊ/, and /u/) were recorded by a native Mongolian speaker of the Urad subdialect (the Chahar dialect group) in Inner Mongolia. The short vowels were paired under different intensity conditions. Native Mongolian listeners from Inner Mongolia participated in two loudness perception experiments: Experiment 1 examined the effects of presentation order and different intensity conditions on loudness perception using pairs of vowels. Experiment 2 explored how different vowel pairs influence perceptual outcomes and identified specific thresholds and perceptual boundaries for loudness perception.</p><p><strong>Results: </strong>The findings revealed that intensity significantly affected loudness perception, modulated by vowel quality. Presentation order of vowels affected loudness perception, and vowel centralization and lip rounding play crucial roles as well. Central vowels, particularly /ə/, were perceived as more prominent, whereas rounded vowels were more likely to be judged as stressed under equated intensity conditions. The study also identified a perceptual tendency toward final prominence, influenced by sonority and vowel positioning.</p><p><strong>Conclusions: </strong>This study highlights the intricate relationship among vowel quality, intensity, and stress perception in Mongolian. Different vowels exhibited distinct loudness perceptions at the same intensity level, emphasizing the importance of vowel quality in stress assignment. Vowels with higher sonority indices or those positioned peripherally in the vowel space are more likely to be perceived as prominent. These findings contribute to a broader understanding of the phonological processes and perceptual mechanisms in agglutinative languages and highlight the need for further research across diverse dialects.</p>","PeriodicalId":51254,"journal":{"name":"Journal of Speech Language and Hearing Research","volume":" ","pages":"880-894"},"PeriodicalIF":2.2,"publicationDate":"2025-03-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143068547","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Effects of an Inclusive Group-Based Naturalistic Developmental Behavioral Intervention on Active Engagement in Young Autistic Children: A Preliminary Study.","authors":"Rachel Reetzke, Rebecca Landa","doi":"10.1044/2024_JSLHR-24-00322","DOIUrl":"10.1044/2024_JSLHR-24-00322","url":null,"abstract":"<p><strong>Purpose: </strong>Despite group-level improvements in active engagement and related outcomes, significant individual variability in response to early intervention exists. The purpose of this preliminary study was to examine the effects of a group-based Naturalistic Developmental Behavioral Intervention (NDBI) on active engagement among a heterogeneous sample of young autistic children in a clinical setting.</p><p><strong>Method: </strong>Sixty-three autistic children aged 24-60 months (<i>M</i> = 44.95, <i>SD</i> = 10.77) participated in an inclusive group-based NDBI over a period of 10 months. Speech-language pathologists used an abbreviated version of the measure of active engagement to rate children's active engagement at three treatment time points.</p><p><strong>Results: </strong>Linear mixed-effects regression analyses revealed that active engagement significantly increased from Time 1 to Time 2 (after 6 months of the group-based NDBI) and persisted through Time 3 (after 10 months of the group-based NDBI). Symmetrized percent change analyses revealed that 48% of the sample (<i>n</i> = 30) exhibited an increasing trajectory, 29% were stable, and 24% showed a decreasing trajectory. Age and parent-reported social pragmatic concerns at program entry, as well as the length of time participating in the group-based NDBI, were differentially associated with the identified subgroups, signaling baseline child characteristics that may be associated with NDBI response.</p><p><strong>Conclusion: </strong>These findings highlight the importance of careful monitoring of active engagement to guide clinical decision making regarding changing intervention strategies, targets, or the intensity of the NDBI if gains are not observed.</p>","PeriodicalId":51254,"journal":{"name":"Journal of Speech Language and Hearing Research","volume":" ","pages":"1137-1150"},"PeriodicalIF":2.2,"publicationDate":"2025-03-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143069598","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Predictive Use of Grammatical Gender During Noun Phrase Decoding: An Eye-Tracking Study With German Children With Developmental Language Disorder.","authors":"Jürgen Cholewa, Annika Kirschenkern, Frederike Steinke, Thomas Günther","doi":"10.1044/2024_JSLHR-24-00389","DOIUrl":"10.1044/2024_JSLHR-24-00389","url":null,"abstract":"<p><strong>Purpose: </strong>Predictive language comprehension has become a major topic in psycholinguistic research. The study described in this article aims to investigate if German children with developmental language disorder (DLD) use grammatical gender agreement to predict the continuation of noun phrases in the same way as it has been observed for typically developing (TD) children. The study also seeks to differentiate between specific and general deficits in predictive processing by exploring the anticipatory use of semantic information. Additionally, the research examines whether the processing of gender and semantic information varies with the speed of stimulus presentation.</p><p><strong>Method: </strong>The study included 30 children with DLD (average age = 8.7 years) and 26 TD children (average age = 8.4 years) who participated in a visual-world eye-tracking study. Noun phrases, consisting of an article, an adjective, and a noun, were presented that matched with only one of two target pictures. The phrases contained a gender cue, a semantic cue, a combination of both, or none of these cues. The cues were provided by the article and/or adjective and could be used to identify the target picture before the noun itself was presented.</p><p><strong>Results: </strong>Both groups, TD children and those with DLD, utilized predictive processing strategies in response to gender agreement and semantic information when decoding noun phrases. However, children with DLD were only able to consider gender cues when noun phrases were presented at a slower speech rate, and even then, their predictive certainty remained below the typical level for their age.</p><p><strong>Conclusion: </strong>Based on these findings, the article discusses the potential relevance of the prediction framework for explaining comprehension deficits in children with DLD, as well as the clinical implications of the results.</p>","PeriodicalId":51254,"journal":{"name":"Journal of Speech Language and Hearing Research","volume":" ","pages":"1056-1074"},"PeriodicalIF":2.2,"publicationDate":"2025-03-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143366677","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}