SES-RELATED DIFFERENCES IN WORD LEARNING: EFFECTS OF COGNITIVE INHIBITION AND WORD LEARNING

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dc.contributor.advisorHuang, Yi Tingen_US
dc.contributor.authorHollister, Erin Marieen_US
dc.contributor.departmentHearing and Speech Sciencesen_US
dc.contributor.publisherDigital Repository at the University of Marylanden_US
dc.contributor.publisherUniversity of Maryland (College Park, Md.)en_US
dc.date.accessioned2016-06-22T05:56:26Z
dc.date.available2016-06-22T05:56:26Z
dc.date.issued2016en_US
dc.description.abstractSocioeconomic status (SES) influences language and cognitive development, with discrepancies particularly noticeable in vocabulary development. This study examines how SES-related differences impact the development of syntactic processing, cognitive inhibition, and word learning. 38 4-5-year-olds from higher- and lower-SES backgrounds completed a word-learning task, in which novel words were embedded in active and passive sentences. Critically, unlike the active sentences, all passive sentences required a syntactic revision. Measures of cognitive inhibition were obtained through a modified Stroop task. Results indicate that lower-SES participants had more difficulty using inhibitory functions to resolve conflict compared to their higher-SES counterparts. However, SES did not impact language processing, as the language outcomes were similar across SES background. Additionally, stronger inhibitory processes were related to better language outcomes in the passive sentence condition. These results suggest that cognitive inhibition impact language processing, but this function may vary across children from different SES backgroundsen_US
dc.identifierhttps://doi.org/10.13016/M2W77S
dc.identifier.urihttp://hdl.handle.net/1903/18277
dc.language.isoenen_US
dc.subject.pqcontrolledSpeech therapyen_US
dc.subject.pqcontrolledLinguisticsen_US
dc.subject.pquncontrolledCognitionen_US
dc.subject.pquncontrolledLanguage Developmenten_US
dc.subject.pquncontrolledSocioeconomic Statusen_US
dc.subject.pquncontrolledWord Learningen_US
dc.titleSES-RELATED DIFFERENCES IN WORD LEARNING: EFFECTS OF COGNITIVE INHIBITION AND WORD LEARNINGen_US
dc.typeThesisen_US

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