scholarly journals Syntactic Gender Agreement Processing on Direct-Object Clitics by Spanish-Speaking Children with Developmental Language Disorder: Evidence from ERP

Children ◽  
2021 ◽  
Vol 8 (3) ◽  
pp. 175
Author(s):  
Paloma Roa-Rojas ◽  
John Grinstead ◽  
Juan Silva-Pereyra ◽  
Thalía Fernández ◽  
Mario Rodríguez-Camacho
Keyword(s):  
Language Disorder ◽  
Processing Technique ◽  
Lexical Representation ◽  
Direct Object ◽  
Developmental Language Disorder ◽  
Gender Agreement ◽  
Real Time Processing ◽  
Spanish Speaking ◽  
Anterior Negativity ◽  
Gender Features

Children with developmental language disorder (DLD) have a psycholinguistic profile evincing multiple syntactic processing impairments. Spanish-speaking children with DLD struggle with gender agreement on clitics; however, the existing evidence comes from offline, elicitation tasks. In the current study, we sought to determine whether converging evidence of this deficit can be found. In particular, we use the real-time processing technique of event-related brain potentials (ERP) with direct-object clitic pronouns in Spanish-speaking children with DLD. Our participants include 15 six-year-old Mexican Spanish-speaking children with DLD and 19 typically developing, age-matched (TD) children. Auditory sentences that matched or did not match the gender features of antecedents represented in pictures were employed as stimuli in a visual–auditory gender agreement task. Gender-agreement violations were associated with an enhanced anterior negativity between 250 and 500 ms post-target onset in the TD children group. In contrast, children with DLD showed no such effect. This absence of the left anterior negativity (LAN) effect suggests weaker lexical representation of morphosyntactic gender features and/or non-adult-like morphosyntactic gender feature checking for the DLD children. We discuss the relevance of these findings for theoretical accounts of DLD. Our findings may contribute to a better understanding of syntactic agreement processing and language disorders.

Emergent Literacy in Spanish-Speaking Children With Developmental Language Disorder: Preliminary Findings of Delays in Comprehension- and Code-Related Skills

2020 ◽  
Vol 63 (12) ◽  
pp. 4193-4207
Author(s):  
Amy S. Pratt ◽  
John A. Grinstead ◽  
Rebecca J. McCauley
Keyword(s):  
Emergent Literacy ◽  
Language Disorder ◽  
Literacy Skills ◽  
Future Research ◽  
Developmental Language Disorder ◽  
Writing Ability ◽  
Transparent Orthography ◽  
Spanish Speaking ◽  
Phonological Structure ◽  
Name Writing

Purpose This exploratory study describes the emergent literacy skills of children with developmental language disorder (DLD) who speak Spanish, a language with a simple phonological structure and transparent orthography. We examine differences between children with DLD and their typically developing (TD) peers on a battery of emergent literacy measures. Method Participants included 15 monolingual Spanish-speaking children with DLD (who did not present with cognitive difficulties) and 15 TD controls matched for age, gender, and socioeconomic status, ranging in age from 3;10 to 6;6 (years;months; M age = 4;11). All children completed a battery of comprehension-related emergent literacy tasks (narrative retell, print concept knowledge) and code-related emergent literacy tasks (beginning sound, rhyming awareness, alphabet knowledge, and name-writing ability). Results On average, children with DLD performed significantly worse than TD controls on a battery of comprehension- and code-related emergent literacy measures. On all code-related skills except rhyming, children with DLD were more likely than their TD peers to score “at risk.” Conclusions The results suggest some universality in the effect of DLD on reading development. Difficulties with emergent literacy that are widely documented in English-speaking children with DLD were similarly observed in Spanish-speaking children with DLD. Future research should explore long-term reading outcomes in Spanish for children with DLD.

Prosodic skills of Spanish‐speaking children with developmental language disorder

2021 ◽  
Author(s):  
Nuria Calet ◽  
Manuel Ángel Martín‐Peregrina ◽  
Gracia Jiménez‐Fernández ◽  
Pastora Martínez‐Castilla
Keyword(s):  
Language Disorder ◽  
Developmental Language Disorder ◽  
Spanish Speaking

scholarly journals Gender and agreement processing in children with Developmental Language Disorder

2013 ◽  
Vol 41 (2) ◽  
pp. 241-274 ◽  
Author(s):  
NATALIA RAKHLIN ◽  
SERGEY A. KORNILOV ◽  
ELENA L. GRIGORENKO
Keyword(s):  
Reaction Time ◽  
Language Disorder ◽  
Group Differences ◽  
Decision Task ◽  
Phonological Memory ◽  
Typically Developing ◽  
Developmental Language Disorder ◽  
Gender Agreement ◽  
Typically Developing Children ◽  
Feminine Gender

ABSTRACTTwo experiments tested whether Russian-speaking children with Developmental Language Disorder (DLD) are sensitive to gender agreement when performing a gender decision task. In Experiment 1, the presence of overt gender agreement between verbs and/or adjectival modifiers and postverbal subject nouns memory was varied. In Experiment 2, agreement violations were introduced and the targets varied between words, pseudo-words, or pseudo-words with derivational suffixes. In both experiments, children with DLD did not differ from typically developing children in their reaction time or sensitivity to agreement features. In both groups, trials with feminine gender resulted in a higher error rate. Children with DLD displayed lower overall accuracy, which was related to differences in phonological memory in both experiments. Furthermore, in Experiment 1 group differences were not maintained after phonological memory was entered as a covariate. The results are discussed with respect to various processing and linguistic theories of DLD.

scholarly journals MOSAIC+: a cross-linguistic model of verb-marking in typically developing children and children with Developmental Language Disorder

2021 ◽  
Author(s):  
Daniel Freudenthal ◽  
Fernand Gobet ◽  
Julian Pine
Keyword(s):  
Language Disorder ◽  
Factor Model ◽  
Typically Developing ◽  
Developmental Language Disorder ◽  
Typically Developing Children ◽  
Spanish Speaking ◽  
Linguistic Model ◽  
Frequent Form ◽  
English Speaking ◽  
The Cross

This study extends an existing cross-linguistic model of verb-marking error in children’s early multi-word speech (MOSAIC) by adding a novel mechanism that defaults to the most frequent form of the verb where this accounts for a high proportion of forms in the input. Our simulations show that the resulting dual-factor model not only provides a better explanation of the data on typically developing (TD) children, but also captures the cross-linguistic pattern of verb-marking error in children with Developmental Language Disorder (DLD), including the tendency of English-speaking children to show higher rates of Optional Infinitive (OI) errors and the tendency of Dutch-, German- and Spanish-speaking children to show higher rates of agreement errors. The new version of MOSAIC thus provides a unified cross-linguistic model of the pattern of verb-marking error in TD children and children with DLD.

Gender agreement alternation in Aqusha Dargwa

2018 ◽  
Vol 42 (3) ◽  
pp. 529-561 ◽  
Author(s):  
Dmitry Ganenkov
Keyword(s):  
Russian Federation ◽  
Information Structure ◽  
Direct Object ◽  
Gender Agreement ◽  
The Caucasus ◽  
The Matrix ◽  
Transitive Verbs ◽  
Subject Agreement ◽  
Object Agreement ◽  
Gender Features

Abstract The article discusses gender agreement alternation in Aqusha Dargwa (Nakh-Daghestanian, the Caucasus, Russian Federation). The phenomenon is observed in periphrastic verbal forms with transitive verbs where gender agreement on the auxiliary can show the gender features of either the ergative subject or the absolutive direct object. Considering existing analyses of the phenomenon in terms of information structure, I argue that agreement alternation cannot be captured by sentence-topic-oriented accounts. I also discuss a structural proposal developed by Sumbatova and Lander (2014) and show that their analysis cannot be maintained in full. Instead, I propose a modified analysis according to which only subject agreement, but not object agreement, results from a cross-clausal referential dependency between the ergative subject of the lexical verb and the absolutive subject of the matrix restructuring verb. On this view, agreement alternation may be assimilated to the familiar distinction between ergative and biabsolutive constructions found elsewhere in Nakh-Daghestanian.

scholarly journals Deficits in the Use of Verb Bias Information in Real-Time Processing by College Students With Developmental Language Disorder

2019 ◽  
Vol 62 (2) ◽  
pp. 337-355 ◽  
Author(s):  
Jessica E. Hall ◽  
Amanda Owen Van Horne ◽  
Karla K. McGregor ◽  
Thomas A. Farmer
Keyword(s):  
College Students ◽  
Real Time ◽  
Sentence Processing ◽  
Language Disorder ◽  
Developmental Language Disorder ◽  
Real Time Processing ◽  
Verb Bias ◽  
Processing Strategies ◽  
Mouse Movements ◽  
Experimental Trials

Purpose This study examined whether college students with developmental language disorder (DLD) showed similar sensitivity to verb bias information during real-time sentence processing as typically developing (TD) peers. Method Seventeen college students with DLD and 16 TD college students participated in a mouse-tracking experiment that utilized the visual world paradigm to examine real-time sentence processing. In experimental trials, participants chose 1 of 2 pictured interpretations of a sentence. Measures of interest were the choice of interpretation and the amount of competition from the unchosen picture as measured by mouse curvature. Results Choice of interpretation and mouse movements by college students with DLD suggested less sensitivity to verb bias information than their TD peers. Conclusion College students with DLD showed less evidence of sensitivity to verb bias information than their TD peers in this task. Their performance may reflect the use of compensatory processing strategies and may be related to poor comprehension abilities often observed in this population.

Nonword Repetition Skills in Gulf Arabic–Speaking Children With Developmental Language Disorder

2020 ◽  
Vol 63 (11) ◽  
pp. 3700-3713
Author(s):  
Saleh Shaalan
Keyword(s):  
Phonological Processing ◽  
Language Disorder ◽  
Nonword Repetition ◽  
School Age Children ◽  
Typically Developing ◽  
Developmental Language Disorder ◽  
Gulf Arabic ◽  
Arabic Speaking ◽  
Phonological Complexity

Purpose This study examined the performance of Gulf Arabic–speaking children with developmental language disorder (DLD) on a Gulf Arabic nonword repetition (GA-NWR) test and compared it to their age- and language-matched groups. We also investigated the role of syllable length, wordlikeness, and phonological complexity in light of NWR theories. Method A new GA-NWR test was conducted with three groups of Gulf Arabic–speaking children: school-age children with DLD, language-matched controls (LCs), and age-matched controls (ACs). The test consisted of two- and three-syllable words that either had no clusters, medial clusters, final clusters, or medial + final clusters. Results The GA-NWR distinguished between the performance of children with DLD and the LC and AC groups. Results showed significant syllable length, wordlikeness, and phonological complexity effects. Differences between the DLD and typically developing groups were seen in two- and three-syllable nonwords; however, when compared on nonwords with no clusters, children with DLD were not significantly different from the LC group. Conclusions The GA-NWR test differentiated between children with DLD and their ACs and LCs. Findings, therefore, support its clinical utility in this variety of Arabic. Results showed that phonological processing factors, such as phonological complexity, may have stronger effects when compared to syllable length effects. Supplemental Material https://doi.org/10.23641/asha.12996812

Do Children With Developmental Language Disorder (DLD) Have Difficulties With Interference Control, Visuospatial Working Memory, and Selective Attention? Developmental Patterns and the Role of Severity and Persistence of DLD

2020 ◽  
Vol 63 (9) ◽  
pp. 3036-3050
Author(s):  
Elma Blom ◽  
Tessel Boerma
Keyword(s):  
Working Memory ◽  
Selective Attention ◽  
Language Disorder ◽  
Typically Developing ◽  
Developmental Language Disorder ◽  
Visuospatial Working Memory ◽  
Interference Control ◽  
Developmental Patterns ◽  
Search Tasks ◽  
The Impact

Purpose Many children with developmental language disorder (DLD) have weaknesses in executive functioning (EF), specifically in tasks testing interference control and working memory. It is unknown how EF develops in children with DLD, if EF abilities are related to DLD severity and persistence, and if EF weaknesses expand to selective attention. This study aimed to address these gaps. Method Data from 78 children with DLD and 39 typically developing (TD) children were collected at three times with 1-year intervals. At Time 1, the children were 5 or 6 years old. Flanker, Dot Matrix, and Sky Search tasks tested interference control, visuospatial working memory, and selective attention, respectively. DLD severity was based on children's language ability. DLD persistence was based on stability of the DLD diagnosis. Results Performance on all tasks improved in both groups. TD children outperformed children with DLD on interference control. No differences were found for visuospatial working memory and selective attention. An interference control gap between the DLD and TD groups emerged between Time 1 and Time 2. Severity and persistence of DLD were related to interference control and working memory; the impact on working memory was stronger. Selective attention was unrelated to DLD severity and persistence. Conclusions Age and DLD severity and persistence determine whether or not children with DLD show EF weaknesses. Interference control is most clearly impaired in children with DLD who are 6 years and older. Visuospatial working memory is impaired in children with severe and persistent DLD. Selective attention is spared.

Considering the Language Disorder Label Debate From a School Speech-Language Pathology Lens

2020 ◽  
Vol 5 (1) ◽  
pp. 47-54
Author(s):  
Kimberly A. Murza ◽  
Barbara J. Ehren
Keyword(s):  
Language Impairment ◽  
Specific Language Impairment ◽  
Language Disorder ◽  
Public Awareness ◽  
Developmental Language Disorder ◽  
Speech Language Pathology ◽  
Speech Language Pathologist ◽  
School Based ◽  
Language Pathology ◽  
Education Act

Purpose The purpose of this article is to situate the recent language disorder label debate within a school's perspective. As described in two recent The ASHA Leader articles, there is international momentum to change specific language impairment to developmental language disorder . Proponents of this change cite increased public awareness and research funding as part of the rationale. However, it is unclear whether this label debate is worthwhile or even practical for the school-based speech-language pathologist (SLP). A discussion of the benefits and challenges to a shift in language disorder labels is provided. Conclusions Although there are important arguments for consistency in labeling childhood language disorder, the reality of a label change in U.S. schools is hard to imagine. School-based services are driven by eligibility through the Individuals with Disabilities Education Act, which has its own set of labels. There are myriad reasons why advocating for the developmental language disorder label may not be the best use of SLPs' time, perhaps the most important of which is that school SLPs have other urgent priorities.

Narrative Language Markers of Arabic Language Development and Impairment

2020 ◽  
Vol 63 (10) ◽  
pp. 3472-3487
Author(s):  
Natalia V. Rakhlin ◽  
Nan Li ◽  
Abdullah Aljughaiman ◽  
Elena L. Grigorenko
Keyword(s):  
Language Development ◽  
Standardized Test ◽  
Language Disorder ◽  
Arabic Language ◽  
Developmental Language Disorder ◽  
Standardized Measures ◽  
Verb Agreement ◽  
Language Groups ◽  
Specificity And Sensitivity ◽  
Omission Errors

Purpose We examined indices of narrative microstructure as metrics of language development and impairment in Arabic-speaking children. We examined their age sensitivity, correlations with standardized measures, and ability to differentiate children with average language and language impairment. Method We collected story narratives from 177 children (54.2% boys) between 3.08 and 10.92 years old ( M = 6.25, SD = 1.67) divided into six age bands. Each child also received standardized measures of spoken language (Receptive and Expressive Vocabulary, Sentence Imitation, and Pseudoword Repetition). Several narrative indices of microstructure were examined in each age band. Children were divided into (suspected) developmental language disorder and typical language groups using the standardized test scores and compared on the narrative indicators. Sensitivity and specificity of the narrative indicators that showed group differences were calculated. Results The measures that showed age sensitivity included subject omission error rate, number of object clitics, correct use of subject–verb agreement, and mean length of utterance in words. The developmental language disorder group scored higher on subject omission errors (Cohen's d = 0.55) and lower on correct use of subject–verb agreement (Cohen's d = 0.48) than the typical language group. The threshold for impaired performance with the highest combination of specificity and sensitivity was 35th percentile. Conclusions Several indices of narrative microstructure appear to be valid metrics for documenting language development in children acquiring Gulf Arabic. Subject omission errors and correct use of subject–verb agreement differentiate children with typical and atypical levels of language development.

Sign in / Sign up

Export Citation Format

Share Document