Prosodic Boundary Effects on Syntactic Disambiguation in Children with Cochlear Implants

Autor/inn/en	Fortunato-Tavares, Talita; Schwartz, Richard G.; Marton, Klara; de Andrade, Claudia F.; Houston, Derek
Titel	Prosodic Boundary Effects on Syntactic Disambiguation in Children with Cochlear Implants
Quelle	In: Journal of Speech, Language, and Hearing Research, 61 (2018) 5, S.1188-1202 (15 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1092-4388
DOI	10.1044/2018_JSLHR-L-17-0036
Schlagwörter	Syntax; Intonation; Assistive Technology; Ambiguity (Semantics); Phrase Structure; Form Classes (Languages); Contrastive Linguistics; Suprasegmentals; Hearing Impairments; Comparative Analysis; Children; Prediction; Language Processing; Portuguese; Foreign Countries; Task Analysis; Computer Assisted Testing; Brazil + Suchen Sie Ihr Suchwort? Phrasenstruktur; Analytischer Sprachbau; Linguistics; Kontrastive Linguistik; Hearing impairment; Hörbehinderung; Child; Kind; Kinder; Vorhersage; Sprachverarbeitung; Portugiesischunterricht; Ausland; Aufgabenanalyse; Brasilien
Abstract	Purpose: This study investigated prosodic boundary effects on the comprehension of attachment ambiguities in children with cochlear implants (CIs) and normal hearing (NH) and tested the absolute boundary hypothesis and the relative boundary hypothesis. Processing speed was also investigated. Method: Fifteen children with NH and 13 children with CIs (ages 8-12 years) who are monolingual speakers of Brazilian Portuguese participated in a computerized comprehension task with sentences containing prepositional phrase attachment ambiguity and manipulations of prosodic boundaries. Results: Children with NH and children with CIs differed in how they used prosodic forms to disambiguate sentences. Children in both groups provided responses consistent with half of the predictions of the relative boundary hypothesis. The absolute boundary hypothesis did not characterize the syntactic disambiguation of children with CIs. Processing speed was similar in both groups. Conclusions: Children with CIs do not use prosodic information to disambiguate sentences or to facilitate comprehension of unambiguous sentences similarly to children with NH. The results suggest that cross-linguistic differences may interact with syntactic disambiguation. Prosodic contrasts that affect sentence comprehension need to be addressed directly in intervention with children with CIs. (As Provided).
Anmerkungen	American Speech-Language-Hearing Association. 2200 Research Blvd #250, Rockville, MD 20850. Tel: 301-296-5700; Fax: 301-296-8580; e-mail: slhr@asha.org; Web site: http://jslhr.pubs.asha.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01