Syntactic Structural Assignment in Brazilian Portuguese-Speaking Children with Specific Language Impairment

Autor/inn/en	Fortunato-Tavares, Talita; de Andrade, Claudia R. F.; Befi-Lopes, Debora M.; Hestvik, Arild; Epstein, Baila; Tornyova, Lidiya; Schwartz, Richard G.
Titel	Syntactic Structural Assignment in Brazilian Portuguese-Speaking Children with Specific Language Impairment
Quelle	In: Journal of Speech, Language, and Hearing Research, 55 (2012) 4, S.1097-1111 (15 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1092-4388
DOI	10.1044/1092-4388(2011/10-0215)
Schlagwörter	Syntax; Portuguese; Children; Language Impairments; Sentences; Comprehension; Form Classes (Languages); Short Term Memory; Accuracy; Foreign Countries; Brazil + Suchen Sie Ihr Suchwort? Portugiesischunterricht; Child; Kind; Kinder; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Sentence analysis; Satzanalyse; Verstehen; Verständnis; Analytischer Sprachbau; Kurzzeitgedächtnis; Ausland; Brasilien
Abstract	Purpose: In this study, the authors examined the comprehension of sentences with predicates and reflexives that are linked to a nonadjacent noun as a test of the hierarchical ordering deficit (HOD) hypothesis. That hypothesis and more modern versions posit that children with specific language impairment (SLI) have difficulty in establishing nonadjacent (hierarchical) relations among elements of a sentence. The authors also tested whether additional working memory demands in constructions containing reflexives affected the extent to which children with SLI incorrectly structure sentences as indicated by their picture-pointing comprehension responses. Method: Sixteen Brazilian Portuguese-speaking children (8;4-10;6 [years;months]) with SLI and 16 children with typical language development (TLD) matched for age (plus or minus 3 months), gender, and socioeconomic status participated in 2 experiments (predicate and reflexive interpretation). In the reflexive experiment, the authors also manipulated working memory demands. Each experiment involved a 4-choice picture selection sentence comprehension task. Results: Children with SLI were significantly less accurate on all conditions. Both groups made more hierarchical syntactic construction errors in the long working memory condition than in the short working memory condition. Conclusion: The HOD hypothesis was not confirmed. For both groups, syntactic factors (structural assignment) were more vulnerable than lexical factors (prepositions) to working memory effects in sentence miscomprehension. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10