Comprehension of "Welcher"-Questions in German-Speaking Children with and without Developmental Language Disorder

Autor/inn/en	Roesch, Anne Dorothée; Chondrogianni, Vasiliki
Titel	Comprehension of "Welcher"-Questions in German-Speaking Children with and without Developmental Language Disorder
Quelle	In: Journal of Speech, Language, and Hearing Research, 64 (2021) 5, S.1683-1695 (13 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Roesch, Anne Dorothée)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1092-4388
Schlagwörter	Comprehension; Questioning Techniques; Cues; Ambiguity (Semantics); German; Preschool Children; Language Impairments; Developmental Disabilities; Error Patterns; Short Term Memory; Phonological Awareness; Grammar; Age Differences; Performance Factors; Intelligence Tests; Foreign Countries; Germany; Wechsler Preschool and Primary Scale of Intelligence + Suchen Sie Ihr Suchwort? Verstehen; Verständnis; Befragungstechnik; Fragetechnik; Stichwort; Deutscher; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Entwicklungsstörung; Fehlertyp; Kurzzeitgedächtnis; Grammatik; Age; Difference; Age difference; Altersunterschied; Leistungsindikator; Intelligence test; Intelligenztest; Ausland; Deutschland
Abstract	Purpose: This study examined whether monolingual German-speaking preschool children with developmental language disorder (DLD) were facilitated by the presence of case-marking cues in their interpretation of German subject and object "welcher" ("which")-questions, as reported for their typically developing peers. We also examined whether knowledge of case-marking and/or phonological working memory modulated children's ability to revise early assigned interpretations of ambiguous questions. Method: Sixty-three monolingual German-speaking children with and without DLD aged between 4;0 and 5;11 (years;months) participated in an offline picture selection task targeting the comprehension of "welcher"-questions in German. We manipulated question type (subject, object), case-marking transparency, and case-marking position within the question (sentence-initial/-final). Results: The typically developing children outperformed the children with DLD across conditions, and all children performed better on subject than on object "wh"-questions. Transparent and early cues elicited higher accuracy than late-arriving cues. For the DLD children, their working memory capacity explained their inability to revise early assigned interpretations to ambiguous questions, whereas their knowledge of case did not. Conclusions: The results suggest that disambiguating morphosyntactic cues can only partly facilitate comprehension of German "welcher"-questions in children with DLD, whose poor phonological working memory rather than their knowledge of case-marking mediates performance on these structures. (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	2024/1/01