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 SRCLD Presentation Details 

    Individual Differences in Learning to Mean  
Karla McGregor - University of Iowa

SRCLD Year: 2006
Presentation Type: Invited Speaker
Presentation Time: (na)
In this talk I summarize research that explores differences among children and among environments as a window onto the word learning process. The word learners include children who are typically developing and those who present with language impairments. The word learning environments include naturally occurring variations (bilingual or monolingual) and those manipulated in the laboratory (learning words with or without the semantic enrichment of gestures; learning words under conditions of high or low frequency of exposure). Environmental manipulations that contribute to success in learning to mean are a particular focus. Major themes of this research include word knowledge as multi-determined and therefore highly resilient, word knowledge as gradient rather than binary, and word knowledge as a problem space that is solved gradually over time.
Author Biosketch(es)

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Supported in part by: NIDCD and NICHD, NIH, R13 DC001677, Susan Ellis Weismer, Principal Investigator
University of Wisconsin-Madison - Department of Communication Sciences and Disorders