Specific Language Impairment at Adolescence: Avoiding Complexity

Autor/inn/en	Tuller, Laurice; Henry, Celia; Sizaret, Eva; Barthez, Marie-Anne
Titel	Specific Language Impairment at Adolescence: Avoiding Complexity
Quelle	In: Applied Psycholinguistics, 33 (2012) 1, S.161-184 (24 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0142-7164
DOI	10.1017/S0142716411000312
Schlagwörter	Evidence; Language Impairments; Adolescents; Syntax; Computational Linguistics; French; Speech Communication; Discourse Analysis; Native Speakers; Comparative Analysis; Psycholinguistics + Suchen Sie Ihr Suchwort? Evidenz; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Linguistics; Computerlinguistik; Französisch; Diskursanalyse; Muttersprachler; Psycholinguistik
Abstract	This study explores complex language in adolescents with specific language impairment (SLI) with the aim of finding out how aspects of language characteristic of typical syntactic development after childhood fare and, in particular, whether there is evidence that individuals with SLI avoid using structures whose syntactic derivation involves greater computational complexity. An analysis of spontaneous language samples of 18 French-speaking adolescents with SLI, compared to groups of typically developing speakers, showed that whereas complexity increases with age in the latter, behaviors of avoidance are clear in the former, in the form of low frequencies of complex structures, but also frequency of failed attempts and alternative strategies. Whereas increasing complexity is the hallmark of syntactic development after childhood, avoidance of complexity appears to characterize SLI after childhood. (As Provided).
Anmerkungen	Cambridge University Press. 100 Brook Hill Drive, West Nyack, NY 10994-2133. Tel: 800-872-7423; Tel: 845-353-7500; Fax: 845-353-4141; e-mail: subscriptions_newyork@cambridge.org; Web site: http://journals.cambridge.org/action/displayJournal?jid=APS
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10