Number Dissimilarities Facilitate the Comprehension of Relative Clauses in Children with (Grammatical) Speci?c Language Impairment

Autor/inn/en	Adani, Flavia; Forgiarini, Matteo; Guasti, Maria Teresa; Van Der Lely, Heather K. J.
Titel	Number Dissimilarities Facilitate the Comprehension of Relative Clauses in Children with (Grammatical) Speci?c Language Impairment
Quelle	In: Journal of Child Language, 41 (2014) 4, S.811-841 (31 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-0009
DOI	10.1017/S0305000913000184
Schlagwörter	Children; Language Impairments; Numbers; Comprehension; Grammar; English; Accuracy; Sentences; Nouns; Foreign Countries; United Kingdom; Raven Progressive Matrices + Suchen Sie Ihr Suchwort? Child; Kind; Kinder; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Zahlenraum; Verstehen; Verständnis; Grammatik; English language; Englisch; Sentence analysis; Satzanalyse; Ausland; Großbritannien
Abstract	This study investigates whether number dissimilarities on subject and object DPs facilitate the comprehension of subject- and object-extracted centre-embedded relative clauses in children with Grammatical Specific Language Impairment (G-SLI). We compared the performance of a group of English-speaking children with G-SLI (mean age: 12;11) with that of two groups of younger typically developing (TD) children, matched on grammar and receptive vocabulary, respectively. All groups were more accurate on subject-extracted relative clauses than object-extracted ones and, crucially, they all showed greater accuracy for sentences with dissimilar number features (i.e., one singular, one plural) on the head noun and the embedded DP. These findings are interpreted in the light of current psycholinguistic models of sentence comprehension in TD children and provide further insight into the linguistic nature of G-SLI. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10