and slower to respond to lexical labels." The article reasoned that the tasks of fast mapping requires high attentional demand and so "a lapse in attention could lead to diminished encoding of the new information." In individuals with language deficits Fast mapping in individuals with aphasia has gained research attention due to its effect on speaking, listening, reading, and writing. Research done by Blumstein makes an important distinction between those with Broca's aphasia, who are limited in physical speech, as compared to those with Wernicke's aphasia, who cannot link words with meaning. In Broca's aphasia, Blumstein found that whereas individuals with Wernicke's aphasia performed at the same level as the normal control group, those with Broca's aphasia showed slower reaction times for word presentations after reduced voice onset time stimuli. In short, when stimuli were acoustically altered, individuals with Broca's aphasia experienced difficulty recognizing the novel stimuli upon second presentation. Bloomstein's findings reinforce the crucial difference between one's ability to retain novel stimuli versus the ability to express novel stimuli. Because individuals with Wernicke's aphasia are only limited in their understanding of semantic meaning, it makes sense that the participant's novel stimulus recall would not be affected. On the other hand, those with Broca's aphasia lack the ability to produce speech, in effect hindering their ability to recall novel stimuli. Although individuals with Broca's aphasia are limited in their speech production, it is not clear whether they simply cannot formulate the physical speech or if they actually did not process the stimuli. Research has also been done investigating fast mapping abilities in children with language deficits. One study done by Dollaghan compared children with normal language to those with expressive syntactic deficits, a type of specific language impairment characterized by simplified speech. The study found that normal and language impaired children did not differ in their ability to connect the novel word to referent or to comprehend the novel word after a single exposure. The only difference was that the language-impaired children were less successful in their production of the novel word. This implies that expressive language deficits are unrelated to the ability to connect word and referent in a single exposure. The problem for children with those deficits arises only when trying to convert that mental representation into verbal speech. In individuals with intellectual disabilities A few researchers looked at fast mapping abilities in boys with autistic spectrum disorders