Weaknesses in Lexical-Semantic Knowledge Among College Students With Specific Learning Disabilities: Evidence From a Semantic Fluency Task

Jessica Hall; Karla K McGregor; Jacob Oleson

doi:10.1044/2016_jslhr-l-15-0440

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Weaknesses in Lexical-Semantic Knowledge Among College Students With Specific Learning Disabilities: Evidence From a Semantic Fluency Task

Journal article

Open access

Peer reviewed

Weaknesses in Lexical-Semantic Knowledge Among College Students With Specific Learning Disabilities: Evidence From a Semantic Fluency Task

Jessica Hall, Karla K McGregor and Jacob Oleson

Journal of speech, language, and hearing research, Vol.60(3), pp.640-653

03/01/2017

DOI: 10.1044/2016_jslhr-l-15-0440

PMCID: PMC5544191

PMID: 28267833

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https://doi.org/10.1044/2016_jslhr-l-15-0440View

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Abstract

The purpose of this study is to determine whether deficits in executive function and lexical-semantic memory compromise the linguistic performance of young adults with specific learning disabilities (LD) enrolled in postsecondary studies. One hundred eighty-five students with LD (n = 53) or normal language development (ND, n = 132) named items in the categories animals and food for 1 minute for each category and completed tests of lexical-semantic knowledge and executive control of memory. Groups were compared on total names, mean cluster size, frequency of embedded clusters, frequency of cluster switches, and change in fluency over time. Secondary analyses of variability within the LD group were also conducted. The LD group was less fluent than the ND group. Within the LD group, lexical-semantic knowledge predicted semantic fluency and cluster size; executive control of memory predicted semantic fluency and cluster switches. The LD group produced smaller clusters and fewer embedded clusters than the ND group. Groups did not differ in switching or change over time. Deficits in the lexical-semantic system associated with LD may persist into young adulthood, even among those who have managed their disability well enough to attend college. Lexical-semantic deficits are associated with compromised semantic fluency, and the two problems are more likely among students with more severe disabilities.

Humans

Memory

Male

Universities

Neuropsychological Tests

Specific Learning Disorder - psychology

Young Adult

Analysis of Variance

Students

Adolescent

Linguistics

Adult

Female

Executive Function

Details

Title: Subtitle: Weaknesses in Lexical-Semantic Knowledge Among College Students With Specific Learning Disabilities: Evidence From a Semantic Fluency Task
Creators: Jessica Hall - The University of Iowa, Iowa City
Karla K McGregor - The University of Iowa, Iowa City
Jacob Oleson - The University of Iowa, Iowa City
Resource Type: Journal article
Publication Details: Journal of speech, language, and hearing research, Vol.60(3), pp.640-653
DOI: 10.1044/2016_jslhr-l-15-0440
PMID: 28267833
PMCID: PMC5544191
NLM abbreviation: J Speech Lang Hear Res
ISSN: 1558-9102
eISSN: 1558-9102
Publisher: United States
Grant note: R01 DC011742 / NIDCD NIH HHS
Language: English
Date published: 03/01/2017
Academic Unit: Communication Sciences and Disorders; Biostatistics
Record Identifier: 9983997444102771

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