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Artificial grammar learning in individuals with Down syndrome: the role of prosodic cues

Stojanovik, V. ORCID:, Zimmerer, V. and Setter, J. ORCID: (2023) Artificial grammar learning in individuals with Down syndrome: the role of prosodic cues. In: 20th International Congress of Phonetic Sciences (ICPhS), 7-11 August 2023, Prague, Czechia, pp. 3864-3868. (Radek Skarnitzl & Jan Volín (eds). Guarant International. ISBN 9788090811423)

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The artificial grammar learning (AGL) paradigm allows investigation of cognitive processing and learning under controlled conditions. We compared AGL between 17 individuals with Down syndrome (DS) aged 3-12 years and 60 typically developing (TD) individuals aged 5-18 years and examined age effects, whether prosodic cues affected learning, and the effect of familiarity of stimulus sequences. In general, the TD group strongly outperformed the DS group. In both groups, older children demonstrated better learning. Prosody did not affect learning in the TD group but had a positive effect in the DS group. While limited by the small group size, our results identify factors that affect or support language learning in DS individuals. This may have clinical and educational implications, as DS individuals may need stimuli augmented with prosodic cues to make them more accessible (e.g., through song).

Item Type:Conference or Workshop Item (Paper)
Divisions:Life Sciences > School of Psychology and Clinical Language Sciences > Department of Clinical Language Sciences
ID Code:112956
Uncontrolled Keywords:Down syndrome, prosody, artificial grammar, language impairment, learning
Additional Information:Full published conference proceedings are available at


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