Morphosyntax in children with word finding difficulties

2008 ◽  
Vol 35 (3) ◽  
pp. 703-720 ◽  
Author(s):  
VICTORIA A. MURPHY ◽  
JULIE DOCKRELL ◽  
DAVID MESSER ◽  
HANNAH FARR
Keyword(s):  
Low Frequency ◽  
Typically Developing ◽  
Typically Developing Children ◽  
Mechanism Model ◽  
The Past ◽  
Word Finding ◽  
Mixed Support ◽  
Complex Words ◽  
Dual Mechanism ◽  
Past Tenses

ABSTRACTChildren with word finding difficulties (CwWFDs) are slower and less accurate at naming monomorphemic words than typically developing children (Dockrell, Messer & George, 2001), but their difficulty in naming morphologically complex words has not yet been investigated. One aim of this paper was to identify whether CwWFDs are similar to typically developing children at producing inflected (morphologically complex) words. A second aim was to investigate whether the dual-mechanism model could account for the use of morphology in a sample of CwWFDs, exemplifying the notion that regular inflections are part of a rule-based system and computed on-line, while irregular inflections are retrieved directly from the associative system (Pinker, 1999). The inflectional knowledge of a group of CwWFDs was compared against a group of language age-matched typically developing peers in three experiments. In Experiment 1 children produced the past tenses of high- and low-frequency regular and irregular English verbs. In Experiment 2 children generalized their knowledge of the past tense system onto nonsense verbs and in Experiment 3 children produced past tenses of verbs used in either a denominal or a verb root context. In each of these three studies, the CwWFDs performed similarly to matched typical children, suggesting that they do not have a selective problem with morphosyntactic features of words. The findings provide mixed support for the dual-mechanism model.

Sensitivity to distributional properties of the orthography in the spelling of Italian children with dyslexia

2021 ◽  
pp. 174702182199892
Author(s):  
Chiara Valeria Marinelli ◽  
Marika Iaia ◽  
Cristina Burani ◽  
Paola Angelelli
Keyword(s):  
Low Frequency ◽  
Typically Developing ◽  
Typically Developing Children ◽  
Lexical Knowledge ◽  
Priming Effects ◽  
Lexical Priming ◽  
Distributional Properties ◽  
Developing Readers ◽  
Priming Paradigm ◽  
Italian Children

The study examines statistical learning in the spelling of Italian children with dyslexia and typically developing readers by studying their sensitivity to probabilistic cues in phoneme-grapheme mappings. In the first experiment children spelled to dictation regular words and words with unpredictable spelling that contained either a high- or a low-frequency (i.e., typical or atypical) sound-spelling mappings. Children with dyslexia were found to rely on probabilistic cues in writing stimuli with unpredictable spelling to a greater extent than typically developing children. The difficulties of children with dyslexia on words with unpredictable spelling were limited to those containing atypical mappings. In the second experiment children spelled new stimuli, that is, pseudowords, containing phonological segments with unpredictable mappings. The interaction between lexical knowledge and reliance on probabilistic cues was examined through a lexical priming paradigm in which pseudowords were primed by words containing related typical or atypical sound-to-spelling mappings. In spelling pseudowords, children with dyslexia showed sensitivity to probabilistic cues in the phoneme-to-grapheme mapping but lexical priming effects were also found, although to a smaller extent than in typically developing readers. The results suggest that children with dyslexia have a limited orthographic lexicon but are able to extract regularities from the orthographic system and rely on probabilistic cues in spelling words and pseudowords.

Producing inflected verbs

2010 ◽  
Vol 5 (1) ◽  
pp. 22-46 ◽  
Author(s):  
Wieke Tabak ◽  
Robert Schreuder ◽  
R. H. Baayen
Keyword(s):  
Picture Naming ◽  
Past Tense ◽  
Mechanism Model ◽  
The Past ◽  
Inflected Form ◽  
Present Tense ◽  
Dual Mechanism ◽  
As Effects

Four picture naming experiments addressing the production of regular and irregular pasttense forms in Dutch are reported. Effects of inflectional entropy as well as effects of the frequency of the past-tense inflected form across regulars and irregulars support models with a redundant lexicon while challenging the dual mechanism model (Pinker, 1997). The evidence supports the hypothesis of Stemberger (2004) and the general approach of Word and Paradigm morphology (Blevins, 2003) according to which inflected forms are not derived from the present-tense stem, but accessed independently.

scholarly journals Importance of language for children’s theory of mind: Comparison of verbal and nonverbal theory of mind tasks

Psihologija ◽  
2020 ◽  
pp. 23-23
Author(s):  
Sanja Simlesa ◽  
Kaja Hacin ◽  
Maja Cepanec ◽  
Jasmina Ivsac-Pavlisa
Keyword(s):  
Theory Of Mind ◽  
Language Comprehension ◽  
Cognitive Skills ◽  
Mental States ◽  
False Belief ◽  
Hierarchical Regression ◽  
Typically Developing ◽  
Typically Developing Children ◽  
The Past ◽  
Verbal Tasks

The ability to attribute mental states to oneself and others, known as the theory of mind (ToM), has been widely researched over the past 40 years, along with its relation to language comprehension. However, a majority of the research on the relation between ToM and language used only verbal tasks assessing false belief understanding as a measure of ToM. Therefore, this study aimed to analyze the relation between language and ToM, using a larger battery of ToM measures, with different language demands. A total of 203 typically developing children between 46 and 68 months of age, with average nonverbal cognitive skills, were assessed using language comprehension and ToM tasks. The language aspect was assessed using the Reynell Developmental Language Scales (Language Comprehension scale A). To assess ToM, verbal and non-verbal tasks were taken from the ToM subtest of the NEPSY-II. Results indicated a significant correlation between language comprehension and verbal and non-verbal ToM measures. Hierarchical regression showed that language comprehension was a significant predictor for children's performance on both verbal and non-verbal ToM tasks. Specifically, language comprehension affected ToM, regardless of the language demands of the ToM tasks. However, language comprehension was a stronger predictor for verbal than non-verbal ToM tasks. The results of this study contribute to the view that the relation between language and ToM is fundamental and exceeds the features of specific tasks.

Factors Associated With Accidental Injuries in Children With ADHD–Combined Type: More Than a Motor Problem?

2016 ◽  
Vol 23 (11) ◽  
pp. 1320-1330 ◽  
Author(s):  
Amanda Connolly ◽  
Joanne Fielding ◽  
Nicole Papadopoulos ◽  
Jennifer McGinley ◽  
Anna Murphy ◽  
...  
Keyword(s):  
Motor Impairment ◽  
Autism Spectrum ◽  
Anxiety Symptoms ◽  
Typically Developing ◽  
Typically Developing Children ◽  
Motor Proficiency ◽  
Children With Adhd ◽  
Factors Associated ◽  
The Past ◽  
The Relationship

Objective: We explored the relationship between accidental injuries, motor impairment, and co-occurring autism spectrum disorder (ASD) symptoms in children with ADHD–combined type (ADHD-CT). Method: Participants were 32 male children diagnosed with ADHD-CT and 23 typically developing male children (7-12 years, full scale IQ [FSIQ] > 80). Parents completed a customized questionnaire on the occurrence of accidental injuries (e.g., bruises, cuts) their child experienced in the past 12 months. Motor proficiency was assessed using the Movement ABC–2 (MABC-2). Parents rated motor, ADHD-CT, ASD, and anxiety symptoms. Results: Children with ADHD-CT had significantly increased parent-reported accidental injuries compared with typically developing children. Among children with ADHD-CT, Spearman’s rho rank correlations revealed no association between increased accidental injuries and MABC-2 score, but significant associations with increased hyperactivity/impulsivity, ASD, and anxiety symptoms. Conclusion: Although these findings require validation, they suggest a need for further research investigating the contribution of co-occurring ASD and anxiety symptoms to accidental injuries in children with ADHD-CT.

The mental processing of L2 English lexical compounds

2007 ◽  
Vol 7 ◽  
pp. 7-25 ◽  
Author(s):  
Bilal Kırkıcı
Keyword(s):  
Foreign Language ◽  
Native English Speakers ◽  
English Speakers ◽  
Weak Version ◽  
Production Task ◽  
L2 Proficiency ◽  
Mechanism Model ◽  
Written Production ◽  
The Past ◽  
Dual Mechanism

A number of SLA studies in the past decade (e.g. Lardiere, 1995; Murphy, 2000) have attempted to answer the question of whether the Dual-Mechanism Model can be extended to L2 English processing. These studies have found that the clear regular-irregular dissociation in compounds observed for L1 users is not the case for L2 users, who tend to include regular plurals in compounds to varying degrees. The present study reports on further efforts to investigate this issue with Turkish learners of English as a Foreign Language (EFL) in Turkey. An elicited written production task, similar to that used by Murphy (2000), was administered to high and low proficiency L1 Turkish users of EFL and native English speakers. The results, it is claimed, indicate that both the L1 controls and the L2 participants dissociate between regular and irregular nouns within English compounds. However, in contrast to most previous studies, the L2 dissociation was found to be stronger at higher levels of L2 proficiency, which speaks for a developmental restructuring in L2 inflectional processing that could be explained under a weak version of the Dual-Mechanism Model.

The dual nature of the language faculty

1999 ◽  
Vol 22 (6) ◽  
pp. 1046-1055 ◽  
Author(s):  
Harald Clahsen
Keyword(s):  
Mental Lexicon ◽  
The Other ◽  
Language Faculty ◽  
Dual Nature ◽  
Mechanism Model ◽  
Single Mechanism ◽  
Other Hand ◽  
Target Article ◽  
Complex Words ◽  
Dual Mechanism

The following discussion aims to illuminate further the way in which morphologically complex words are represented in the mental lexicon. It is argued that the dual-mechanism model can accommodate the linguistic and psycholinguistic evidence currently available, not only on German inflection (as pointed out in the target article) but also on other languages (as presented in several commentaries). Associative single-mechanism models of inflection, on the other hand, provide only partial accounts.

scholarly journals acquisition of tense-aspect morphology and the regular-irregular debate

2003 ◽  
Vol 29 ◽  
pp. 195-209 ◽  
Author(s):  
Yasuhiro Shirai
Keyword(s):  
Past Tense ◽  
L2 Acquisition ◽  
Mechanism Model ◽  
The Past ◽  
Single Mechanism ◽  
Early Use ◽  
Irregular Verbs ◽  
Dual Mechanism ◽  
L1 Acquisition

This paper reviews research on English past-tense acquisition to test the validity of the single mechanism model and the dual mechanism model, focusing on regular-irregular dissociation and semantic bias. Based on the review, it is suggested that in L1 acquisition, both regular and irregular verbs are governed by semantics; that is, early use of past tense forms are restricted to achievement verbs—regular or irregular. In contrast, some L2 acquisition studies show stronger semantic bias for regular past tense forms (e.g., Housen, 2002, Rohde, 1996). It is argued that L1 acquisition of the past-tense morphology can be accounted for more adequately by the single-mechanism model.  

Speeded production of inflected words in children and adults

2004 ◽  
Vol 31 (3) ◽  
pp. 683-712 ◽  
Author(s):  
HARALD CLAHSEN ◽  
MEIKE HADLER ◽  
HELGA WEYERTS
Keyword(s):  
High Frequency ◽  
Native Speakers ◽  
Age Groups ◽  
Low Frequency ◽  
Error Rates ◽  
Frequency Effect ◽  
Low Frequencies ◽  
Sentential Context ◽  
Complex Words ◽  
Dual Mechanism

This study examines the production of regular and irregular participle forms of German with high and low frequencies using a speeded production task. 40 children in two age groups (five- to seven-year olds, eleven- to twelve-year olds) and 35 adult native speakers of German listened to stem forms of verbs presented in a sentential context and were asked to produce corresponding participle forms as quickly and accurately as possible. Dependent variables were the subjects' participle-production latencies and error rates. We found contrasts between the production of regular and irregular forms in both children and adults, with respect to the production latencies and types of morphological error. Children overapplied the regular patterns to forms that are irregular in the adult language, but not vice versa. High-frequency irregular participles were produced faster (and amongst the children more accurately) than low-frequency ones, whereas regular participles yielded a reverse frequency effect, i.e. longer production latencies for high-frequency forms than for low-frequency ones, in the two groups of children as well as in one subgroup of adults. We explain these findings from the perspective of dual-mechanism models of inflection arguing that the mental mechanisms and representations for processing morphologically complex words (‘words’ and ‘rules’) are the same in children and adults, and that the observed child/adult differences in participle production are due to slower and less accurate lexical access in children than in adults.

Age Norms for Auditory-Perceptual Neurophonetic Parameters: A Prerequisite for the Assessment of Childhood Dysarthria

2020 ◽  
Vol 63 (4) ◽  
pp. 1071-1082
Author(s):  
Theresa Schölderle ◽  
Elisabet Haas ◽  
Wolfram Ziegler
Keyword(s):  
Assessment Tool ◽  
Developmental Trajectories ◽  
Voice Quality ◽  
Typically Developing ◽  
Typically Developing Children ◽  
Age Norms ◽  
Elementary School Age ◽  
Speech Characteristics ◽  
Substantial Progress ◽  
Computer Based

Purpose The aim of this study was to collect auditory-perceptual data on established symptom categories of dysarthria from typically developing children between 3 and 9 years of age, for the purpose of creating age norms for dysarthria assessment. Method One hundred forty-four typically developing children (3;0–9;11 [years;months], 72 girls and 72 boys) participated. We used a computer-based game specifically designed for this study to elicit sentence repetitions and spontaneous speech samples. Speech recordings were analyzed using the auditory-perceptual criteria of the Bogenhausen Dysarthria Scales, a standardized German assessment tool for dysarthria in adults. The Bogenhausen Dysarthria Scales (scales and features) cover clinically relevant dimensions of speech and allow for an evaluation of well-established symptom categories of dysarthria. Results The typically developing children exhibited a number of speech characteristics overlapping with established symptom categories of dysarthria (e.g., breathy voice, frequent inspirations, reduced articulatory precision, decreased articulation rate). Substantial progress was observed between 3 and 9 years of age, but with different developmental trajectories across different dimensions. In several areas (e.g., respiration, voice quality), 9-year-olds still presented with salient developmental speech characteristics, while in other dimensions (e.g., prosodic modulation), features typically associated with dysarthria occurred only exceptionally, even in the 3-year-olds. Conclusions The acquisition of speech motor functions is a prolonged process not yet completed with 9 years. Various developmental influences (e.g., anatomic–physiological changes) shape children's speech specifically. Our findings are a first step toward establishing auditory-perceptual norms for dysarthria in children of kindergarten and elementary school age. Supplemental Material https://doi.org/10.23641/asha.12133380

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