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oai:drum.lib.umd.edu:1903/182772017-06-13T10:29:57Zcom_1903_2245com_1903_8com_1903_2col_1903_2776col_1903_3

Huang, Yi Ting Hollister, Erin Marie Digital Repository at the University of Maryland University of Maryland (College Park, Md.) Hearing and Speech Sciences 2016-06-22T05:56:26Z 2016-06-22T05:56:26Z 2016 https://doi.org/10.13016/M2W77S http://hdl.handle.net/1903/18277 Socioeconomic 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 backgrounds en SES-RELATED DIFFERENCES IN WORD LEARNING: EFFECTS OF COGNITIVE INHIBITION AND WORD LEARNING Thesis Speech therapy Linguistics Cognition Language Development Socioeconomic Status Word Learning open.access