Argument omissions in preschool Catalan and Spanish speaking children with SLI

Sanz‐Torrent, Mònica; Andreu, Llorenç; Badia, Iris; Caballero, Francesc Sidera

doi:10.1174/021037011794390085

Cited by 20 publications

(22 citation statements)

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“…Children with SLI use significantly fewer argument types (Thordardottir and Weismer 2002) and omitted more grammatical subject arguments in ditransitive sentences than in sentences with intransitive and transitive verbs (Grela 2003). In this sense, a recent study of Catalan and Spanish children with SLI (Sanz‐Torrent et al 2011) describes three experiments on verb argument structure using different methodologies: an observational study which uses a spontaneous‐talk longitudinal sample, a sentence‐naming task as a result of event video observation and an experimental sentence‐naming task with static images that differ in the number of verb arguments. Although the specific results vary according to the methodology used, there was clear evidence that Catalan‐ and Spanish‐speaking children with SLI have special difficulties in producing verbs with a highly complex argument structure, often omitting obligatory arguments.…”

Section: Introductionmentioning

confidence: 99%

Effect of verb argument structure on picture naming in children with and without specific language impairment (SLI)

Andreu

Sanz‐Torrent

Buil‐Legaz

et al. 2012

Intl J Lang & Comm Disor

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Background: This study investigated verb argument structure effects in children with specific language impairment (SLI). Aims: A picture‐naming paradigm was used to compare the response times and naming accuracy for nouns and verbs with differing argument structure between Spanish‐speaking children with and without language impairment. Methods & Procedures: Twenty‐four children with SLI (ages 5;3–8;2 [years;months]), 24 age‐matched controls (ages 5;3–8;2), 24 MLU‐w controls (ages 3;3–7;1 years), and 31 adults participated in a picture‐naming study. Outcomes & Results: The results show all groups produced more correct responses and were faster for nouns than all verbs together. As regards verb type accuracy, there were no differences between groups in naming one‐argument verbs. However, for both two‐ and three‐argument verbs, children with SLI were less accurate than adults and age‐matched controls, but similar to the MLU‐matched controls. For verb type latency, children with SLI were slower than both the age‐matched controls and adults for one‐ and two‐argument verbs, while no differences were found in three‐argument verbs. No differences were found between children with SLI and MLU‐matched controls for any verb type. Conclusions & Implications: It has been shown that the naming of verbs is delayed in Spanish children with SLI. It is suggested that children with SLI may have problems encoding semantic representations.

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Section: Introductionmentioning

confidence: 99%

Effect of verb argument structure on picture naming in children with and without specific language impairment (SLI)

Andreu

Sanz‐Torrent

Buil‐Legaz

et al. 2012

Intl J Lang & Comm Disor

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“…In experiments involving elicited sentences, Sanz-Torrent et al (2011) report similar patterns for Spanish–Catalin bilingual children with SLI. This type of error has also been found for other languages (Fletcher & Garman, 1988; de Jong, 1999; Schelletter et al, 1999).…”

Section: Discussionmentioning

confidence: 60%

“…Various studies (Grela & Leonard, 1997; de Jong, 1999; Loeb & Leonard, 1988; Schelletter, Sinka, Fletcher, & Ingham, 1999) have indicated that children with SLI have difficulties utilizing verb argument structure. A recent study of Catalan and Spanish children with SLI (Sanz-Torrent, Andreu, Badia, & Sidera, 2011) showed that Catalan- and Spanish-speaking children with SLI have special difficulties in producing verbs with a highly complex argument structure and make more mistakes in specifying obligatory arguments.…”

Section: Introductionmentioning

confidence: 99%

The formulation of argument structure in SLI: an eye-movement study

Andreu

Sanz‐Torrent

Olmos

et al. 2013

Clinical Linguistics & Phonetics

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This study investigated the formulation of verb argument structure in Catalan- and Spanish-speaking children with specific language impairment (SLI) and typically developing age-matched controls. We compared how language production can be guided by conceptual factors, such as the organization of the entities participating in an event and knowledge regarding argument structure. Eleven children with SLI (aged 3;8 to 6;6) and eleven control children participated in an eye-tracking experiment in which participants had to describe events with different argument structure in the presence of visual scenes. Picture descriptions, latency time and eye movements were recorded and analyzed. The picture description results showed that the percentage of responses in which children with SLI substituted a non-target verb for the target verb was significantly different from that for the control group. Children with SLI made more omissions of obligatory arguments, especially of themes, as the verb argument complexity increased. Moreover, when the number of arguments of the verb increased, the children took more time to begin their descriptions, but no differences between groups were found. For verb type latency, all children were significantly faster to start describing one-argument events than two- and three-argument events. No differences in latency time were found between two- and three-argument events. There were no significant differences between the groups. Eye-movement showed that children with SLI looked less at the event zone than the age-matched controls during the first two seconds. These differences between the groups were significant for three-argument verbs, and only marginally significant for one- and two-argument verbs. Children with SLI also spent significantly less time looking at the theme zones than their age-matched controls. We suggest that both processing limitations and deficits in the semantic representation of verbs may play a role in these difficulties.

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“…31, nº 3 (octubre) dad léxica que niños más pequeños con similar edad lingüís-tica (Leonard, Miller y Gerber, 1999) y que niños sin TEL de igual edad cronológica (McGregor, 1997); problemas en tareas de denominación (Lahey y Edwards, 1999;McGregor y Appel, 2002;McGregor, Rost, Guo y Sheng, 2010;Sheng y McGregor, 2010); limitaciones en la definición y búsqueda de sinónimos (Anglin, 1993;Mainela-Arnold, Evans y Coady, 2010;Marinelli y Johnson, 2002) y en la comprensión del significado verbal dentro del contexto gramatical (O'Hara y Johnston, 1997). Estudios realizados en idioma español han mostrado la pobre calidad en el uso de verbos en habla espontánea (Simon-Cereijido, 2009), limitaciones en la definición de palabras (Gutiérrez-Clellen y De Curtis, 1999), y un déficit general en el manejo de los verbos por una posible limitación en la representación mental (Andreu, Sanz-Torrent, Legaz y MacWhinney, 2012;Andreu, SanzTorrent, Olmos y MacWhinney, 2013;Sanz-Torrent, Andreu, Badia y Sidera, 2011).…”

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“…Se ha resaltado que es la pobreza lingüística la que provoca una escasa asertividad durante el proceso comunicación (Brinton, Fujiki y McKee, 1998). En español, las investigaciones han señalado la baja frecuencia de iniciativas conversacionales (Serra, 2002); una seria limitación en la comprensión de preguntas en las diferentes situaciones comunicativas (Monfort y Monfort, 2010); la comisión de errores gramaticales y de vocabulario en el discurso narrativo (Andreu et al, 2011) y la pobreza general de recursos semánticos en la formulación de expresiones comunicativas (Hincapie-Henao et al, 2008); los problemas para informar verbalmente con mensajes apropiados a la información visual (Katsos, Roqueta, Estevan, y Cummins, 2011) y para comprender el humor de los gráficos (Andrés, Clemente, Cuervo y Górriz, 2009); la incomprensión de intenciones comunicativas (Andrés-Roqueta y Clemente, 2010;Farmer, 2000;Gillott, Furniss y Walter, 2004) y de sentidos figurados o profundos del lenguaje (Andrés, Flores y Clemente, 2011).…”

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Trastorno Específico del Lenguaje: Marcadores psicolingüísticos en semántica y pragmática en niños españoles

2015

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Resumen: El objetivo del estudio fue determinar qué marcadores semánti-cos y pragmáticos sirven para discriminar mejor a niños con Trastorno Específico del Lenguaje (TEL) de niños con desarrollo normal del lenguaje. El estudio analiza los resultados de 31 niños hispanohablantes con TEL en una batería de 9 tareas psicolingüísticas. Sus resultados se compararon con el de dos subgrupos control: uno de niños emparejados en edad cronológi-ca (CE) y otro de niños emparejados en edad lingüística (CL). Los datos mostraron que el grupo TEL realizó peor que el grupo CE la mayoría de las tareas (8/9). Sin embargo, el grupo TEL sólo fue significativamente peor que el CL en una de las tareas. Un primer Análisis Discriminante TEL vs CA estableció una función canónica con una Sensibilidad de 93,5% y una Especificidad de 87.1%. Un segundo Análisis Discriminante TEL vs CL estableció una función canónica con Sensibilidad de 77,4% y Especificidad de sólo 54.8%. Una tarea semántica (Definición de palabras) y una tarea pragmática (Lenguaje contextual) parecen ser las mejores tareas para establecer un perfil del TEL en estas áreas. Estos resultados se discuten a la luz de las implicaciones que pueden tener para el diagnóstico clínico y la psicopatología del lenguaje. Palabras clave: Trastorno específico del lenguaje; TEL; psicopatología del lenguaje; evaluación del lenguaje; semántica; pragmática; español.Title: Specific Language Impairment: Markers into semantic and pragmatic areas in Spanish-speaking children. Abstract: The aim of this study is to determine which semantics and pragmatics markers best discriminate Spanish-speaking children with Specific Language Impairment (SLI) from children with typical language development. This study analyzes the performance of 31 Spanish-speaking children with SLI on a battery of 9 psycholinguistic tasks. The performance of the SLI children was compared with that of two subgroups of controls: aged-matched (CA) and linguistically matched (CL). The data show that the SLI group performed more poorly than the CA subgroup on most of the tasks (8/9). However, the SLI group performance only was significantly worse that of the CL subgroup on one of the tasks. A first Discriminant Analysis SLI vs CA established canonical function with Sensitivity 93,5% and Specificity 87,1%. A second Discriminant Analysis SLI vs CL identified a canonical function with Sensitivity 77,4% and Specificity only 54,8%. One semantic task (Definition of words) and another pragmatic task (Scene language) appear to be the best variables for establishing an SLI profile in this psycholinguistics areas. Discuss the implications of these findings for the clinical diagnosis and speech-language pathology.

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Argument omissions in preschool Catalan and Spanish speaking children with SLI

Abstract: This paper describes three studies on verb production and argument structure in children with Specific Language Impairment (SLI)

Cited by 20 publications

References 38 publications

Effect of verb argument structure on picture naming in children with and without specific language impairment (SLI)

Effect of verb argument structure on picture naming in children with and without specific language impairment (SLI)

The formulation of argument structure in SLI: an eye-movement study

Trastorno Específico del Lenguaje: Marcadores psicolingüísticos en semántica y pragmática en niños españoles

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