scholarly journals Tense morphology and verb-second in Swedish L1 children, L2 children and children with SLI

2001 ◽  
Vol 4 (1) ◽  
pp. 85-99 ◽  
Author(s):  
Gisela Håkansson
Keyword(s):  
Language Impairment ◽  
Specific Language Impairment ◽  
The Other ◽  
Intermediate Step ◽  
Verb Second ◽  
Specific Language ◽  
Significant Difference ◽  
The Difference ◽  
The One

This paper compares the development of tense morphology and verb-second in different learner populations. Three groups of Swedish pre-school children are investigated longitudinally; ten L1 children, ten L2 children and ten children diagnosed with Specific Language Impairment (SLI). Data was collected twice, with an interval of six months. The results at Time I reveal a significant difference between normally developing L1 children on the one hand and L2 children and children with SLI on the other. The L1 children use verb-second correctly in topicalized declaratives, whereas both L2 children and children with SLI use structures with the verb in third position (XSV structures) as an intermediate step towards verb-second. There is a clear development between the two data collection sessions for the L2 children and the children with SLI, diminishing the difference between them and the unimpaired L1 children. The similarity that is found between L2 children and children with SLI in this study bears important implications for the discussion of the role of transfer in L2 research and for the question of a defective linguistic representation in SLI research.

The Role of Memory in Processing Relative Clauses in Children With Specific Language Impairment

2015 ◽  
Vol 24 (1) ◽  
pp. 47-59 ◽  
Author(s):  
Pauline Frizelle ◽  
Paul Fletcher
Keyword(s):  
Working Memory ◽  
Language Impairment ◽  
Specific Language Impairment ◽  
Relative Clauses ◽  
Short Term Memory ◽  
Control Group ◽  
Matrix Clause ◽  
Specific Language ◽  
Almost All

Purpose This study investigated the relationship between 2 components of memory—phonological short-term memory (pSTM) and working memory (WM)—and the control of relative clause constructions in children with specific language impairment (SLI). Method Children with SLI and 2 control groups—an age-matched and a younger group of children with typical development—repeated sentences, including relative clauses, representing 5 syntactic roles and 2 levels of matrix clause complexity. The Working Memory Test Battery for Children was administered. Results All 3 groups showed significant associations between pSTM and both types of matrix clause construction. For children with SLI, significant associations emerged between (a) WM and more complex matrix clause constructions, (b) WM and relative clauses including a range of syntactic roles, and (c) pSTM and the least difficult syntactic role. In contrast, the age-matched control group could repeat almost all syntactic roles without invoking the use of either memory component. Conclusions The role of pSTM and WM in the production of relative clauses by children with SLI is influenced by the degree of difficulty of the structure to be recalled. In therapy, the effect of WM limitations can be minimized by approaching each structure within the context of a simple matrix clause.

The Relation between Staphylocoagulase Reacting Factor and Proteins Induced by Vitamin K Absence

1975 ◽  
Author(s):  
B. M. Bas ◽  
A. D. Muller ◽  
H. G. Hemker
Keyword(s):  
Vitamin K ◽  
Vitamin K Antagonists ◽  
The Other ◽  
Two Stage ◽  
One Stage ◽  
Echis Carinatus ◽  
The Difference ◽  
The One ◽  
Factor Assay

Five different ways of estimating prothrombin are applied to the plasma of persons receiving vitamin K antagonists, to know: the one-stage assay, the two-stage assay, the Echis Carinatus Venom assay, the coagulase-reacting factor assay and the immunological assay. The Protein Induced by Vitamin K Absence analogous to prothrombin (PIVKA-II) can be shown to be co-estimated in all but the one-stage assay. There are minor differences, however, between the other four tests. The most practical way to assess both prothrombin and PIVKA-II seems to be the coagulase-reacting factor assay. The difference between the one-stage assay and the others can be explained on basis of the new data on the role of vitamin K in prothrombin biosynthesis. The differences between the other tests are smaller and remain to be explained.

Grammatical Morphology and the Role of Weak Syllables in the Speech of Italian-Speaking Children With Specific Language Impairment

1998 ◽  
Vol 41 (6) ◽  
pp. 1363-1374 ◽  
Author(s):  
Laurence B. Leonard ◽  
Umberta Bortolini
Keyword(s):  
Language Impairment ◽  
Specific Language Impairment ◽  
Specific Language ◽  
Auxiliary Verbs ◽  
Input Processing ◽  
Grammatical Morphology ◽  
Grammatical Morphemes ◽  
Present Tense ◽  
Verb Inflections

Italian-speaking children with specific language impairment (SLI) were compared to a group of younger control children in their use of auxiliary verbs, pronominal clitics, infinitives, present tense verb inflections, and articles. Differences favoring the control children were found for those morphemes that required the production of nonfinal weak syllables. On other grammatical morphemes, the two groups did not differ. A relationship was seen between the use of morphemes requiring nonfinal weak syllables and the use of nonfinal weak syllables that had no morpheme status. The findings are considered from the perspective of both prosodic production limitations and limitations in input processing.

Emotion Regulation in Children With Specific Language Impairment

2002 ◽  
Vol 33 (2) ◽  
pp. 102-111 ◽  
Author(s):  
Martin Fujiki ◽  
Bonnie Brinton ◽  
Diane Clarke
Keyword(s):  
Emotion Regulation ◽  
Language Impairment ◽  
Specific Language Impairment ◽  
The Other ◽  
Social Outcomes ◽  
Clinical Implications ◽  
Typically Developing ◽  
Specific Language ◽  
Preliminary Study ◽  
Typical Peers

Purpose : The purpose of this preliminary study was to determine if emotion regulation warrants investigation as a factor influencing social outcomes in children with specific language impairment (SLI). Emotion regulation was evaluated in children with SLI and their typically developing peers. Method : Teachers were asked to rate the emotion regulation behaviors of 41 children with SLI and 41 typical peers using the "Emotion Regulation Checklist" (ERC, Shields & Cicchetti, 1997; 1998). Children were sampled from two age levels (6–9 years and 10–13 years). At each age level, equal numbers of boys and girls were sampled. Results : As a group, children with SLI received significantly lower ratings than typical children. In addition, girls produced higher scores than boys. None of the other interactions was significant. Scores on the two subscales of the ERC, labeled as lability/negativity and emotion regulation, were then examined to further delineate performance. Boys with SLI had notably lower ratings than all the other groups on the emotion regulation subscale. Clinical Implications : Emotion regulation warrants further research to determine if it is associated with specific social outcomes in children with SLI.

scholarly journals The role of focus marking in disjunctive questions: A QUD-based approach

2021 ◽  
Vol 30 ◽  
pp. 654
Author(s):  
Morwenna Hoeks
Keyword(s):  
The Other ◽  
Congruence Condition ◽  
Contrastive Topic ◽  
Structural Differences ◽  
Alternative Questions ◽  
The Difference ◽  
The One ◽  
The Right ◽  
Focus Marking

Disjunctive questions are ambiguous: they can either be interpreted as polar questions (PolQs), as open disjunctive questions (OpenQs), or as closed alternative questions (ClosedQ). The goal of this paper is to show that the difference in interpretation between these questions can be derived via effects of focus marking directly. In doing so, the proposal brings out the striking parallel between the prosody of questions with foci/contrastive topics on the one hand and that of alternative questions on the other. Unlike previous approaches, this proposal does not rely on structural differences between AltQs and PolQs derived via ellipsis or syntactic movement. To show how this works out, an account of focus and contrastive topic marking in questions is put forward in which f-marking in questions determines what constitutes a possible answer by signaling what the speaker's QUD is like. By imposing a congruence condition between f-marked questions and their answers that requires answers to resolve the question itself as well as its signaled QUD, we predict the right answerhood conditions for disjunctive questions.

Towards the use of phonological markedness and extraprosodicity in accounting for morphological errors in Specific Language Impairment

2017 ◽  
Vol 8 (2) ◽  
pp. 234-272
Author(s):  
Öner Özçelik
Keyword(s):  
Language Impairment ◽  
Specific Language Impairment ◽  
The Other ◽  
Linguistic Knowledge ◽  
Processing Capacity ◽  
Specific Language ◽  
Other Hand ◽  
Grammatical Morphemes ◽  
Third Person ◽  
Prosodic Structures

Abstract Certain grammatical morphemes are variably produced in the speech of children with Specific Language Impairment (SLI). Previous research tends to view this as a consequence of either a deficit in linguistic knowledge or a limitation in processing capacity; however, both approaches raise problems. For example, linguistic accounts are unable to explain why these children’s problems are mostly with production rather than comprehension. Processing accounts, on the other hand, have difficulty explaining why affected children have differing levels of problems with grammatical morphemes that are similar on the surface (e.g. English plural -s vs. third person singular -s). In this paper, a new, phonological account is proposed which avoids these problems, and better captures the wide array of data presented in the literature. It is proposed that children with SLI have problems with organizing segmental data into prosodic structures that are linguistically highly marked, in particular those that involve various forms of extraprosodicity.

The role of language in television news violence

1991 ◽  
Vol 14 (1) ◽  
pp. 3-16
Author(s):  
Paul Paridaen
Keyword(s):  
Television News ◽  
The Other ◽  
News Stories ◽  
The Difference ◽  
The One

Abstract This paper analyzes the role of language in the perception of violence in television news stories. 240 people were asked to watch and/or listen to news stories and then to record their perception of the information. The difference between perceived violence from pictures only on the one hand, and spoken narrative with or without pictures on the other, was highly significant, indicating that the spoken narrative was responsible for the perception of violence in the stories.

Sign in / Sign up

Export Citation Format

Share Document