Trouble développemental du langage; catégorisation; apprentissage de mots; apprentissage de règles; biais; Developmental Language Disorder; categorization; word learning; rule learning; bias
Abstract :
[fr] Les enfants ayant un trouble développemental du langage (TDL) présentent un vocabulaire réduit tant en quantité et qu’en qualité ainsi que des difficultés d’apprentissage de mots dont les causes restent méconnues. Cette recherche cible plus particulièrement le rôle des règles de catégorisation pour l’apprentissage lexical. A cette fin, une tâche de catégorisation implicite, comportant une règle, a été proposée à 17 enfants présentant un TDL et 17 enfants tout-venant d’âge scolaire. Cette tâche était suivie d’une tâche de généralisation visant à appliquer la règle apprise à de nouvelles sous-catégories. Les résultats montrent que, globalement, les enfants présentant un TDL ne se distinguent pas de leurs pairs contrôles. Toutefois, lorsque les performances des enfants de moins de neuf ans et de neuf ans et plus sont examinées séparément, des différences de groupe émergent chez les plus jeunes. Ces résultats suggèrent des habiletés préservées dans l’apprentissage de règles simples, basées sur un critère perceptif, chez les enfants présentant un TDL plus âgés mais ces aptitudes se mettent en place plus tardivement que chez les enfants tout-venant. [en] Children with developmental language disorder (DLD) show quantity and quality vocabulary limitations. These difficulties are associated with word learning difficulties that remain misunderstood. Our research focuses on these children's ability to learn categorisation rules from a statistical learning perspective. An implicit categorisation task, in which a rule could be formulated, was proposed to 17 school-aged children with DLD and 17 typically developing children of the same age. This task was followed by a generalisation task, which measured the ability to apply the rule to new subcategories. The results showed globally preserved abilities for children with DLD. However, when a distinction was made between children under 9 and those aged 9 and over, differences emerged for the younger children. These results suggested preserved abilities in learning simple, perceptually based rules in older TDL children. However, it appeared that these abilities develop later than in the general population.
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