Understanding the Contributions of Prosodic Phonology to Morphological Development: Implications for Children with Specific Language Impairment

Autor/inn/en	Demuth, Katherine; Tomas, Ekaterina
Titel	Understanding the Contributions of Prosodic Phonology to Morphological Development: Implications for Children with Specific Language Impairment
Quelle	In: First Language, 36 (2016) 3, S.265-278 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0142-7237
DOI	10.1177/0142723715626066
Schlagwörter	Creationism; Phonology; Morphology (Languages); Children; Language Impairments; Hypothesis Testing; Morphemes; Grammar; Language Acquisition + Suchen Sie Ihr Suchwort? Schöpfungstheologie; Fonologie; Morphology; Morphologie; Child; Kind; Kinder; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Hypothesenprüfung; Hypothesentest; Morphem; Grammatik; Sprachaneignung; Spracherwerb
Abstract	A growing body of research with typically developing children has begun to show that the acquisition of grammatical morphemes interacts not only with a developing knowledge of syntax, but also with developing abilities at the interface with prosodic phonology. In particular, a Prosodic Licensing approach to these issues provides a framework for understanding why children's early use of grammatical morphemes is so variable. This in turn provides a means for making predictions, given the prosodic structure of a particular language and the location of a particular grammatical morpheme, if it is likely to be produced or not. Given that many of the patterns of development found in typically developing children are found in older children with Specific Language Impairment (SLI) as well, the Prosodic Licensing Hypothesis should provide a better understanding of some of the variable use of grammatical morphemes found in children with SLI. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01