A Framework For Linking Sequential Pattern Rules in DLD: Perception in Adults

NCT04996472 | Completed

• 1 other identifier: 2004574003R002 - Adults
• Study Type: interventional
• Target: 933
• Locations: 1 country
• Sites: 2

Brief Summary

This broad aim of this clinical study is to assess the hypothesis that morphological and phonological deficits are linked by a broader deficit in sequential pattern learning. This hypothesis applies to learning in general, but is especially critical as an avenue for developing earlier assessments and more powerful interventions for children with developmental language disorder (DLD; AKA specific language impairment). Other populations, such as at-risk toddlers, may also benefit from this new approach.

Conditions

Developmental Language Disorder; Speech Sound Disorder; Specific Language Impairment

Outcome Measures

Primary Outcomes (2)

• Adults' ability to learn different types of sound patterns measured by percent correct pattern identification at test

  After familiarization, adults will hear 16 test words (8 consistent and 8 inconsistent) and will judge whether each word was consistent or inconsistent with the alien language to which they were exposed. Learning is indexed based on judgment of consistent vs. inconsistent nonwords, with percent correct (saying "consistent" to truly consistent and "inconsistent" to truly inconsistent) as the dependent measure.

  The assessment will be conducted immediately following the intervention

• Adults' ability to learn different types of sound patterns with semantic cue measured by percent correct pattern identification at test

  After familiarization, adults will hear 16 test words (8 consistent and 8 inconsistent) and will judge whether each word was consistent or inconsistent with the alien language to which they were exposed. Learning is indexed based on judgment of consistent vs. inconsistent nonwords, with percent correct (saying "consistent" to truly consistent and "inconsistent" to truly inconsistent) as the dependent measure.

  The assessment will be conducted immediately following the intervention

Study Arms (2)

Sensitivity to phonological rules: Adults

EXPERIMENTAL

Arm 1: Single Feature Pattern; Arm 2: OR/Disjunction Pattern

Behavioral: Sensitivity to phonological rules: Adults

Sensitivity to semantic category cues: Adults

EXPERIMENTAL

Arm 1. Referential cue during OR learning.

Behavioral: Sensitivity to semantic category cues: Adults

Interventions

Sensitivity to phonological rules: Adults BEHAVIORAL

Assess whether adults are sensitive to different phonological patterns that are predicted to align with development of morphosyntax or the lexicon.

Sensitivity to phonological rules: Adults

Sensitivity to semantic category cues: Adults BEHAVIORAL

Assess whether adults show improved learning of OR or family resemblance rules when a semantic category cue is used.

Sensitivity to semantic category cues: Adults

Eligibility Criteria

• Age: 18 Years - 30 Years
• Sex: all
• Healthy Volunteers: Yes
• Age Groups: Adult (18-64)

You may qualify if:

• Adults will have
• normal hearing
• will report no medical, educational, or developmental concerns in their case histories
• no history of speech, language, or hearing difficulties will be reported
• dominant exposure to English from infancy

You may not qualify if:

• Participants will be excluded who have
• hearing impairment
• intellectual impairment
• autism
• significant motor impairment
• reported histories of developmental, speech, language, or hearing disorders

Sponsors & Collaborators

• Father Flanagan's Boys' Home: lead

Study Sites (2)

University of Arizona

Tucson, Arizona, 85721, United States

Location

Boys Town Hospital

Omaha, Nebraska, 68131, United States

Location

MeSH Terms

Conditions

Language Development Disorders; Speech Sound Disorder; Specific Language Disorder

Condition Hierarchy (Ancestors)

Language Disorders; Communication Disorders; Neurobehavioral Manifestations; Neurologic Manifestations; Nervous System Diseases; Signs and Symptoms; Pathological Conditions, Signs and Symptoms; Neurodevelopmental Disorders; Mental Disorders; Learning Disabilities

Study Officials

• Lisa Goffman, PhD

  Father Flanagan's Boys' Home

  PRINCIPAL INVESTIGATOR

Study Design

• Study Type: interventional
• Phase: not applicable
• Allocation: RANDOMIZED
• Masking: SINGLE
• Who Masked: PARTICIPANT
• Masking Details: Participants will not be told which condition they are participating in. Investigators will know because of familiarity with the stimuli.
• Purpose: BASIC SCIENCE
• Intervention Model: PARALLEL
• Sponsor Type: OTHER
• Responsible Party: PRINCIPAL INVESTIGATOR
• PI Title: Senior Scientist

Model Details: Adults will complete case history, language history, and hearing screening. Participants will be randomly assigned to a condition, reflecting each of the 3 phonological patterns (Single Feature, OR, Family Resemblance). Randomization will occur within groups and will be generated a priori. Adults will participate in an experimental session, which includes exposure to the rule followed by a generalization test. A sub-group will participate in the Referential Study. Parents of the toddlers will fill out the expressive language MacArthur-Bates Communicative Development Inventory and also a case history. Toddlers will be assigned randomly to one of four conditions: OR condition with a referent; OR condition without a referent; Family Resemblance condition with a referent; Family Resemblance condition without a referent.

Study Record Dates

• First Submitted: July 22, 2021
• First Posted: August 9, 2021
• Study Start: August 3, 2020
• Primary Completion: May 17, 2025
• Study Completion: May 17, 2025
• Last Updated: October 27, 2025

Record last verified: 2025-10

Locations

US (2)