Relative clause constructions in children with specific language impairment

Frizelle, Pauline; Fletcher, Paul

doi:10.1111/1460-6984.12070

Cited by 53 publications

(83 citation statements)

References 26 publications

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“…These observe greater systematic differences between language-impaired and control children for intervention structures than non-intervention structures (Friedmann & Novogrodsky 2011;Frizelle & Fletcher 2014). By contrast, the current study, looking at variation in the normal range did not identify systematic differences in the intervention condition.…”

Section: Discussioncontrasting

confidence: 95%

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A discourse account of intervention phenomena: An investigation of interrogatives

Riches

Garraffa²

2017

Glossa: A Journal of General Linguistics

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Sentences where like-moves-over-like, e.g. this is the cat that the dog was chasing , have occupied language researchers over the past two decades. They are often described as "intervention" sentences as one element intervenes in the movement of another. Such structures are difficult to comprehend by children or adults, and this effect is exacerbated in language-impaired individuals. Dominant theories, e.g. Rizzi's Relativised Minimality (RM), propose that the two NPs interfere with each other by virtue of having overlapping features. However, such sentences are also rarely encountered due to discourse constraints. For example, subject NPs (the dog) tend to be pronominal as they are typically aligned with topic-hood. This paper investigates whether discourse can account for intervention in questions. It employs a mixed methodology. Firstly, corpora were investigated to assess the degree to which discourse impacts on input frequency. Secondly, a behavioural study was conducted to unpack the relationship between frequency and processing in children. It was found that the input frequencies of intervention structures are predominantly influenced by discourse, and that intervention structures are vanishingly rare in the input. However, a link between frequency and processing was not observed, with the findings more supportive of RM. It is suggested that a consideration of discourse as an external phenomenon may yield new insights into intervention structures.

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Section: Discussioncontrasting

confidence: 95%

“…Between-group differences in comprehension of non-canonical sentences are greatest in conditions where there is interference between lexically-restricted NPs (Friedmann & Novogrodsky 2011;Frizelle & Fletcher 2014). This suggests that low frequency structures lead to greater variation in performance.…”

Section: Introductionmentioning

confidence: 98%

A discourse account of intervention phenomena: An investigation of interrogatives

Riches

Garraffa²

2017

Glossa: A Journal of General Linguistics

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“…Genitive relatives refer to those with a genitive relative pronoun, in which the relativizer 'whose' + following noun sequence can function as either the subject or object of the relative clause. (for examples see - Frizelle & Fletcher, 2013). Each was attached to either a presentational matrix clause (PN -single proposition) or to the direct object of a transitive matrix clause (DP-dual proposition).…”

Section: Methodsmentioning

confidence: 99%

“…As in (Frizelle & Fletcher, 2013) in this paper we will refer to complete bi-clausal sentences (with a matrix and relative clause) as 'relative clause (RC) constructions' and we will reserve the term 'relative clause' for the post-modifying clause itself.…”

Section: Introductionmentioning

confidence: 99%

Profiling relative clause constructions in children with specific language impairment

Frizelle

Fletcher

2014

Clinical Linguistics & Phonetics

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“…Khomsi (2001) ; en langue anglaise le Clinical Evaluation of Language Fundamentals-4 (CELF-4) de Semel, Wiig et Secord (2003). Cette épreuve a été majoritairement utilisée dans les recherches portant sur les performances morphosyntaxiques des enfants et adolescents dysphasiques et a permis de mettre en évidence qu'ils produisent plus d'erreurs que les participants typiques et ce quels que soit leur âges : pendant l'enfance (Frizelle & Fletcher, 2014 ;Redmond, 2005 ;Stokes, Wong, Fletcher, & Leonard, 2006), à l'adolescence (Riches, Loucas, Baird, Charman, & Simonoff, 2010) et même à l'âge adulte (Poll, Betz, & Miller, 2010). Or, des résultats obtenus par Broc, Bernicot, Olive, Favart, Reilly, Quémart et Uzé (2013) en langage écrit montrent que l'utilisation de tâche standardisée pour évaluer le langage des enfants et des adolescents dysphasiques n'est pas forcément la plus pertinente.…”

Section: Introductionunclassified

Evaluer les compétences syntaxiques des enfants et des adolescents dysphasiques à l’oral : Quand et pourquoi utiliser la narration ?

Broc

Olive

Bernicot

2016

SHS Web of Conferences

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Résumé. Le but général de l'étude est de montrer que pour évaluer les compétences syntaxiques orales des enfants et des adolescents dysphasiques l'utilisation d'épreuves standardisées, telle la répétition d'énoncés, n'est peut-être pas la plus pertinente une fois que le diagnostic de dysphasie a été posé. En effet Broc et al. (2013) ont montré qu'à l'écrit les performances en orthographe lexicale variaient en fonction de la tâche de production langagière proposée : elles sont meilleures en narration d'un évènement personnel qu'en dictée de mots, particulièrement à l'adolescence. L'objectif de cette recherche est de montrer dans quelle mesure l'utilisation de narrations d'évènements personnels permet de mettre en évidence l'évolution des performances syntaxiques orales des enfants et adolescents dysphasiques avec l'âge. Les performances syntaxiques ont été évaluées à travers une tâche de répétition d'énoncés et une narration d'un évènement personnel. Deux groupes de participants dysphasiques (7-11 ans et 12-18 ans) ont été comparés à deux groupes de participants typiques appariés sur l'âge chronologique, le genre et le niveau socio-économique des parents. Les résultats obtenus montrent que les participants dysphasiques produisent moins d'erreurs de syntaxe par proposition en situation de la narration d'évènement personnel qu'en situation de répétition d'énoncés de 7 à 18 ans. A l'adolescence, entre 12 et 18 ans en narration d'un évènement personnel il n'existe plus de différence entre les participants dysphasiques et typiques en ce qui concerne les performances syntaxiques à l'oral. Ces résultats mettent en avant que si l'utilisation de la tâche de répétition d'énoncés est la tâche la plus sensible et spécifique au diagnostic de dysphasie en langue française (Leclercq, Quémart, Magis & Maillart, 2014) comme en langue anglaise (Conti-Ramsden, Botting & Faragher, 2001), la narration d'un évènement personnel permet de mesurer plus finement l'évolution avec l'âge des performances syntaxiques orales chez les participants dysphasiques. Abstract.The main aim of this study is to show that assessment of syntactic skills in oral language of children and adolescents with specific language impairment the use of standardized tasks (as the sentence repetition) is not necessarily the best choice. Broc et al. (2013) have indeed shown that in written language the lexical spelling performance varied with the language production task: SLI participants made less spelling errors with a narrative of a personal event than with a word dictation task, this was particularly true with in adolescents. The goal of this research is to show how the use of narrative of personal event allows to highlight the changes with age of oral syntactic skills of children and adolescents with specific language impairment. Syntactic performance was assessed both with a sentence repetition task and with a narrative of a personal event. Two groups of SLI participants (7-11 years old and 12-18 years old) were compared with two groups of typically developing pa...

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Relative clause constructions in children with specific language impairment

Abstract: Type of publicationArticle ( AbstractBackground: It is well documented that children with specific language impairment (SLI)

Cited by 53 publications

References 26 publications

A discourse account of intervention phenomena: An investigation of interrogatives

A discourse account of intervention phenomena: An investigation of interrogatives

Profiling relative clause constructions in children with specific language impairment

Evaluer les compétences syntaxiques des enfants et des adolescents dysphasiques à l’oral : Quand et pourquoi utiliser la narration ?

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