Evidence of optional infinitive verbs in the spontaneous speech of Spanish-speaking children with SLI

Grinstead, John; Lintz, Paij; Vega-Mendoza, Mariana; Mora, Juliana De la; Cantú-Sánchez, Myriam; Flores-Ávalos, Blanca

doi:10.1016/j.lingua.2013.11.004

Cited by 21 publications

(13 citation statements)

References 36 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Very occasionally the Ku Waru children in our sample use Medial verbs in independent clauses (that is, in an utterance that contains only one verb; not a clause chain). This is relevant to note in connection with discussions in the child language literature of an "optional infinitive stage" of language acquisition, in which infinitives function as predicates in independent clauses (Rizzi, 1994;Hoekstra and Hyams, 1998;Wexler, 2011;Grinstead et al, 2014;Sarvasy, 2019). Across the entire Ku Waru child corpus for this study, such independent Medial verbs account for only 0.59% of the number of children's verbs 17 .…”

Section: The Presence Vs Absence Of Medial Verb Markingmentioning

confidence: 80%

Ku Waru Clause Chaining and the Acquisition of Complex Syntax

2020

View full text Add to dashboard Cite

How do children learn to understand and use complex syntactic constructions? In English, Diessel (2004) shows that they do so in two different ways. Complex sentences with dependent clauses (e.g., "Peter promised that he would come") develop out of simple sentences that are gradually expanded into multi-clause ones. Complex sentences with coordinate clauses (e.g., "He tried hard, but he failed") develop by integrating two independent sentences into a single two-clause unit. Here we expand on that research by focusing on the acquisition of a kind of complex syntactic structure which involves both dependency and coordination-the clause chain-in Ku Waru, a Papuan language spoken in the Western Highlands of Papua New Guinea. Clause chains are constructions coordinating multiple clauses in sequence, where the non-final or "medial" clauses are in a dependent relationship with the final clause. One function of clause chains, which is often taken to be the prototypical one, is to refer to a series of events in sequence. Some Ku Waru clause chains do refer to sequential events. Other Ku Waru clause chains containing particular verbs refer to single events, sometimes with the particular verb providing aspectual or adverbial qualification ("keep doing," "do quickly," etc.). In this article, we track the acquisition of several different kinds of clause chains based on longitudinal recordings of four children acquiring Ku Waru as their first language between the ages of 1½ and 5. We show that, although there are differences among the children in the ages at which they acquire the various kinds of clause chain, all four of them follow the same series of steps in doing so. In conclusion, we compare our findings to Diessel's for English. We find that they are similar in some ways and different in others, which may be related to the differences between subordinate constructions, coordinate non-dependent constructions and coordinate-dependent constructions.

show abstract

Section: The Presence Vs Absence Of Medial Verb Markingmentioning

confidence: 80%

Ku Waru Clause Chaining and the Acquisition of Complex Syntax

2020

View full text Add to dashboard Cite

show abstract

“…Of particular relevance to the present study are Spanish–English bilinguals: Children acquiring English may produce ‘bare’ verb errors, such as “He bake cookies” instead of either “He bakes cookies” or “He baked cookies” (3 rd person singular in present/past tenses). While children acquiring a Romance language (e.g., Spanish, Italian) may produce overgeneralizations of 3 rd person singular (Grinstead, Baron, Vega-Mendoza, De la Mora, Cantú-Sánchez & Flores, 2013; Grinstead, Lintz, Vega-Mendoza, De la Mora, Cantú-Sánchez & Flores-Avalos, 2014), omissions of noun plural inflections, and errors on gender markings, especially for direct object clitics (Bedore & Leonard, 2001, 2005; Dominguez, 2003; Guasti, 1993, 2002; Pratt & Grinstead, 2007; Restrepo & Gutiérrez-Clellen, 2001). The acquisition of inflectional morphology in Spanish–English bilinguals is therefore language-specific and dependent on children's experiences in each of their languages (Peña, Bedore & Kester, 2015).…”

Section: Introductionmentioning

confidence: 99%

Bilingual exposure enhances left IFG specialization for language in children

Arredondo

Seifert

et al. 2018

Bilingualism

View full text Add to dashboard Cite

Language acquisition is characterized by progressive use of inflectional morphology marking verb tense and agreement. Linguistic milestones are also linked to left-brain lateralization for language specialization. We used neuroimaging (fNIRS) to investigate how bilingual exposure influences children's cortical organization for processing morpho-syntax. In Study 1, monolinguals and bilinguals (n = 39) completed a grammaticality judgment task that included English sentences with violations in earlier-acquired (verb agreement) and later-acquired (verb tense/agreement) structures. Groups showed similar performance and greater activation in left inferior frontal region (IFG) for later- than earlier-acquired conditions. Bilinguals showed stronger and more restricted left IFG activation. In Study 2, bilinguals completed a comparable Spanish task revealing patterns of left IFG activation similar to English. Taken together, the findings suggest that bilinguals with linguistic competence at parity with monolingual counterparts have a higher degree of cortical specialization for language, likely a result of enriched linguistic experiences.

show abstract

“…Dentro del primer grupo, podemos destacar los hallazgos relacionados con el aspecto gramatical en que niños de 5 años con TEL muestran mayores errores de omisión y comisión en la producción de verbos, prefiriendo aquellos de tipología verbal y argumental más simple en comparación con el grupo control (Sanz, 2002). A nivel morfológico, se ha encontrado mayor dificultad para el procesamiento de flexión verbal en niños con TEL en comparación con niños con desarrollo típico de la misma edad en mediciones de habla espontánea, en términos de mayor frecuencia de errores y tipos de errores en niños con TEL (Grinstead, Lintz, Vega-Mendoza, De la Mora, Cantú-Sanchez y Flores, 2014). Por último, a nivel discursivo, los niños con TEL presentan problemas de comprensión auditiva, a nivel global, literal e inferencial al compararlos con niños con desarrollo normotípico de su misma edad, aunque no se encuentran diferencias significativas entre el grupo TEL y un grupo de su misma edad cronológica, pero igual desempeño lingüístico (Coloma, Maggiolo, Pavez, 2013).…”

Section: Introductionunclassified

Velocidad de procesamiento en la comprensión morfológica de verbos en niños preescolares con trastorno específico del lenguaje y su relación con el control inhibitorio

Urrutia

Inostroza

2020

RLOG

View full text Add to dashboard Cite

En el último tiempo se ha estudiado la relación del trastorno específico de lenguaje con algunas funciones cognitivas como memoria, atención y funcionamiento ejecutivo, pero pocos estudios en español han investigado la relación de variables psicológicas y lingüísticas en su conjunto. El objetivo de este estudio fue observar la relación entre aspectos cognitivos y lingüísticos, abordando los problemas gramaticales del trastorno específico de lenguaje, específicamente la comprensión morfológica de verbos y el tiempo de reacción en el procesamiento de tales tareas. Los participantes fueron niños y niñas hispanohablantes monolingües con diagnóstico de TEL en el periodo preescolar y un grupo control. A través de un diseño experimental se midió el tiempo de respuesta y la cantidad de aciertos go/no go en el procesamiento de aspectos morfológicos verbales. Tales medidas se relacionaron con el uso de algunas covariables como la inhibición conductual en una tarea no verbal, la velocidad de denominación a nivel de producción lingüística y la memoria de trabajo visual, a partir de una evaluación neuropsicológica. Los resultados mostraron que los niños con TEL se demoraron más tiempo en la identificación de verbos irregulares en comparación con los verbos regulares y un mayor tiempo en la identificación de verbos en tiempo pretérito perfecto simple que verbos en tiempo presente, en comparación con el grupo control. En cuanto al control inhibitorio, los niños con TEL obtuvieron una mayor tasa de errores en tareas de inhibición en comparación con el grupo control y mayor tasa de errores en la comprensión de ambos tipos de verbos y ambos tiempos verbales.

show abstract

Evidence of optional infinitive verbs in the spontaneous speech of Spanish-speaking children with SLI

Cited by 21 publications

References 36 publications

Ku Waru Clause Chaining and the Acquisition of Complex Syntax

Ku Waru Clause Chaining and the Acquisition of Complex Syntax

Bilingual exposure enhances left IFG specialization for language in children

Velocidad de procesamiento en la comprensión morfológica de verbos en niños preescolares con trastorno específico del lenguaje y su relación con el control inhibitorio

Contact Info

Product

Resources

About