By the time a child has learned a new word, he or she has gained many distinct kinds of information. To take a hypothetical example, consider the word "wolf" being learned by a child who already has a modest animal vocabulary. She must make a new lexical entry: she must note that "wolf" is an English word. She must learn its syntactic subcategorization, namely that it is a common noun. She must...

Two studies with young adults as participants evaluated the relationship, presumed in the word-finding literature to exist, between slow, inaccurate performances in single-word-naming and semantic-retrieval tasks and disruptions to conversational fluency. The measures evaluated were the frequency of conversational disruptions and the scores from 3 single-word tasks: total time from the Rapid Au...

A. Venkatadri, S. L. Rimrodt, A. Clements, K. R. Pugh, and L. E. Cutting F.M.Kirby Center, Kennedy Krieger Institute, Baltimore, Maryland, United States, Division of Developmental Medicine, Children's Hospital of Vanderbilt, Nashville, TN, United States, Department of Cognitive Neurology, Kennedy Krieger Institute, Baltimore, Maryland, United States, Brain Sciences Institute, Johns Hopkins Univ...