ISSN : 1229-0718
It is hypothesized that children with specific-language-impairment have a limitation in information-processing capacity which influence to deficits of phonological memory. So deficits of phonological memory affect the comprehension of grammar as well as word learning. This study examined the effect of contrast in children's word learning. Three groups of children served as subjects: ten specific-language-impaired children, and two comparison groups of normally developing children, 10 matched for language-ability age and 10 matched for chronological age. Subjects encountered two new words in two conditions, nominal and contrast condition. Subsequent tasks probed the comprehension and production ability about the new words. There were group effects that the SLI group scored lower than language-ability age and chronological age group. Although there were no significant condition effects, SLI group scored better in contrast condition.