(A)sync

This project explores the effect of simultaneous vs. sequential exposure to novel words and novel referents on multiple aspects of novel word learning for 9- to 11-year-old children with Developmental Language Disorder (DLD) or typical language development (TD).

Click here for our poster presented at SRCLD in 2022. Citation:

Pomper, R., Arbisi-Kelm, T., Eden, N., & McGregor, K. (2022, June). Separating
presentation of words and their referents facilitates learning for children
with and without Developmental Language Disorder. Poster presented
at the Symposium for Research on Child Language Disorders, Madison, WI.

Examples of the three different manipulations of word-referent synchrony during training.