Gwyneth C. Rost
B.A., Grinnell College, 1995; M.A., University of Louisville, 2002, M.S., 2005; Ph.D., University of Iowa, 2011; CCC-SLP.
language development, developmental language disorders, word learning, lexical-semantic organization
I am interested in the effect word meaning has on how children learn words and store them in memory for later retrieval, and the extent to which children recruit conceptual and categorization skills for learning meanings of words. As a speech-language pathologist, I study children and adolescents who have disorders that affect their language development, such as Specific Language Impairment, Language Learning Disability, and Autism Spectrum Disorders. I also study language development in children who are developing typically; I investigate word learning, word retrieval, and the organization of mental representations of words. I am interested in theoretical models of how children with and without disabilities learn words and in applying my research to more practical educational programs and interventions for speech-language therapy.
Rost, G.C. and McGregor, K.K. (2012). Miranda rights comprehension in young adults with Specific Language Impairment. American Journal of Speech Language Pathology, 21, 101-108. doi: 10.1044/1058-0360(2011/10-0094)
Rost, G.C. and McMurray, B. (2010). Finding the signal by adding noise: The role of non-contrastive phonetic variability in early word learning. Infancy, 15(6), 608-635. doi: 10.1111/j.1532-7078.2010.00033.x
McGregor, K.K., Rost, G.C., Guo, L.Y., and Sheng, L. (2010). What compound words mean to children with Specific Language Impairment. Applied Psycholinguistics, 31, 463-487. doi: 10.1017/S014271641000007X.
Rost, G.C. and McMurray, B. (2009). Speaker variability augments phonological processing in early word learning. Developmental Science, 12(2), 339-349. doi: 10.1111/j.1467-7687.2008.00786.x