Real-Time Sentence Processing in Children with Specific Language Impairment: The Contribution of Lexicosemantic, Syntactic, and World-Knowledge Information

Autor/inn/en	Pizzioli, Fabrizio; Schelstraete, Marie-Anne
Titel	Real-Time Sentence Processing in Children with Specific Language Impairment: The Contribution of Lexicosemantic, Syntactic, and World-Knowledge Information
Quelle	In: Applied Psycholinguistics, 34 (2013) 1, S.181-210 (30 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0142-7164
DOI	10.1017/S014271641100066X
Schlagwörter	Syntax; Semantics; Language Impairments; Priming; Control Groups; Language Acquisition; Sentences; Language Processing; Vocabulary; Task Analysis; Decision Making; Correlation; Receptive Language; Psycholinguistics + Suchen Sie Ihr Suchwort? Semantik; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Sprachaneignung; Spracherwerb; Sentence analysis; Satzanalyse; Sprachverarbeitung; Wortschatz; Aufgabenanalyse; Decision-making; Entscheidungsfindung; Korrelation; Rezeptive Kommunikationsfähigkeit; Psycholinguistik
Abstract	The present study investigated how lexicosemantic information, syntactic information, and world knowledge are integrated in the course of oral sentence processing in children with specific language impairment (SLI) as compared to children with typical language development. A primed lexical-decision task was used where participants had to make a lexical decision on the last word of a sentence. Thirty-nine children were tested: 13 children with SLI, 13 younger children matched on receptive vocabulary, and 13 age-matched children. We manipulated (a) the semantic fit between the target and the prime sentence, (b) the syntactic structure of the prime (syntactic vs. asyntactic), and (c) the lexical association between the target word and the prime. Despite being slower overall, children with SLI showed a significant priming effect. Syntactic information had a similar impact on thematic integration in control children and children with SLI, although the latter were more sensitive to lexicosemantic association and world knowledge than control groups. In addition, children with SLI appeared to use semantic information even when the sentence was asyntactic. The results suggest thematic integration problems in SLI: syntactic and semantic information contribute independently to the thematic structure but are not integrated to generate the emerging higher order representation. (As Provided).
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Update	2017/4/10