Subject–Aux Inversion in Children with SLI
Tóm tắt
An elicited production study investigated subject–aux inversion in 5-year-old children with specific language impairment (SLI) and 2 control groups, typically-developing 5-year-old children and 3-year-old children matched by mean length of utterance. The experimental findings showed that children with specific language impairment produced subject–aux inversion in yes/no questions significantly less often than either of the control groups. However, the fact that lack of inversion is reflected in the input led to the proposal that children with specific language impairment choose the most economical grammatical option. For main clause wh-questions, children with SLI carried out subject–aux inversion at a rate that was not significantly different from the control groups. This finding suggests that these children have access to hierarchical phrase structure representations for questions and the relevant movement operations. In embedded wh-questions, where subject–aux inversion is not permitted, children with SLI implemented SAI more frequently than the control groups. Our interpretation of this finding is that once children with SLI acquire the subject–aux inversion rule, that they are slower to learn that embedded clauses present an exception to the rule.
Tài liệu tham khảo
Ambridge, B., & Lieven, E. V. M. (2011). Child language acquisition: Contrasting theoretical approaches. Cambridge: Cambridge University Press.
Ambridge, B., Rowland, C. F., Theakston, A. L., & Tomasello, M. (2006). Comparing different accounts of inversion errors in children’s non-subject wh-questions: ‘What experimental data can tell us?’. Journal of Child Language, 33(03), 519–557.
Arosio, F., & Guasti, M. T. (2018). The production of wh-questions in Italian-speaking children with SLI. Clinical Linguistics and Phonetics. https://doi.org/10.1080/02699206.2018.1517191.
Bayley, N. (2003). Bayley scales of infant development. San Antonio, TX: The Psychological Corporation.
Bellugi, U. (1971). Simplification in child language. In R. Huxley & E. Ingram (Eds.), Language acquisition: Models and methods (pp. 95–119). London: Academic Press.
Chomsky, N. (1977). On wh-movement. In P. Culicover, T. Wasow, & A. Akmajian (Eds.), Formal syntax (pp. 71–132). New York, NY: Academic Press.
Chomsky, N. (1981). Lectures on government and binding. Dordrecht: Foris.
Chomsky, N. (1995). The minimalist program. Cambridge, MA: MIT Press.
Clarke, S. (2004). Newfoundland English: Phonology. A Handbook of Varieties of English, 1, 366–382.
Crain, S., & Thornton, R. (1998). Investigations in universal grammar. Cambridge, MA: MIT Press.
Culicover, P. (1999). Syntactic nuts: Hard cases, syntactic theory and language acquisition. New York: Oxford University Press.
de Villiers, J. G. (1991). Why questions? In T. L. Maxfield & B. Plunkett (Eds.), UMOP special edition: Papers in the acquisition of wh (pp. 155–173). Amherst, MA: GLSA Publications.
de Villiers, J. G., & Roeper, T. (1995). Barriers, binding, and acquisition of the DP–NP distinction. Language Acquisition, 4, 73–104. https://doi.org/10.1080/10489223.1995/9671660.
Deevy, P., & Leonard, L. (2004). The comprehension of wh-questions in children with specific language impairment. Journal of Speech, Language and Hearing Research, 47, 802–815.
Deevy, P., & Leonard, L. (2018). Sensitivity to morphosyntactic information in preschool children with and without developmental language disorder: A follow-up study. Journal of Speech Language & Hearing Research, 61, 3064–3074.
Ebbels, S., & van der Lely, H. (2001). Metasyntactic therapy using visual coding for children with severe persistent SLI. International Journal of Language and Communication Disorders, 36(Supplement), 345–350. https://doi.org/10.3109/13682820109177909.
Erreich, A. (1984). Learning how to ask: Patterns of inversion in yes–no and wh-questions. Journal of Child Language, 11(03), 579–592. https://doi.org/10.1017/S0305000900005961.
Fitzgerald, C., Hadley, P., & Rispoli, M. (2013). Are some parents’ interaction styles associated with richer grammatical input? American Journal of Speech-Language Pathology, 22, 476–488.
Fought, C. (2003). Chicano English in context. New York: Palgrave Macmillan.
Friedmann, N., & Novogrodsky, R. (2007). Is the movement deficit in syntactic SLI related to traces or thematic role transfer? Brain and Language, 101, 50–63.
Friedmann, N., & Novogrodsky, R. (2011). Which questions are most difficult to understand? The comprehension of wh-questions in three subtypes of SLI. Lingua, 121, 367–382. https://doi.org/10.1016/j.lingua.2010.10.004.
Goldberg, A. (2003). Constructions: A new theoretical approach to language. Trends in Cognitive Sciences, 17, 219–224.
Green, L. (2002). African American English: A linguistic introduction. New York, NY: Cambridge University Press.
Griffiths, S. (1970). The abilities of young children. High Wycombe: Cournswood House.
Hansson, K., & Nettelbladt, U. (2006). Wh-questions in Swedish children with SLI. Advances in Speech Language Pathology, 8(4), 376–383. https://doi.org/10.1080/14417040600880722.
Henry, A. (1995). Belfast English and Standard English: Dialect variation and parameter setting. Oxford: Oxford University Press on Demand.
Jakubowicz, C. (2011). Measuring derivational complexity: New evidence from typically-developing and SLI learners of L1 French. Lingua, 121(3), 339–351.
Kaufman, A., & Kaufman, N. (2004). Kaufman brief intelligence test. Circle Pines, MN: AGS Publishing.
Kirjavainen, M., Theakston, A., & Lieven, E. (2009). Can input explain children’s me-for-I errors? Journal of Child Language, 36(5), 1091–1114.
Klima, E. S., & Bellugi, U. (1966). Syntactic regularities in the speech of children. In J. Lyons, & R. Wales (Eds.), Psycholinguistic papers (pp. 180–203). Edinburgh, UK: Edinburgh University Press.
Kuczaj, S. A., & Brannick, N. (1979). Children’s use of the wh-question modal auxiliary placement rule. Journal of Experimental Child Psychology, 28, 43–67. https://doi.org/10.1016/0022-0965(79)90101-2.
Lee, L. (1966). Developmental sentence types: A method for comparing normal and deviant syntactic development. Journal of Speech and Hearing Disorders, 31, 311–330.
Leonard, L. (1995). Functional categories in the grammars of children with specific language impairment. Journal of Speech, Language, and Hearing Research, 38(6), 1270–1283. https://doi.org/10.1044/jshr.3806.1270.
Leonard, L. (2014). Children with specific language impairment (2nd ed.). Cambridge, MA: MIT Press.
Leonard, L., Fey, M., Deevy, P., & Bredin-Oja, S. (2015). Input sources of third person singular -s inconsistency in children with and without specific language impairment. Journal of Child Language, 42, 786–820.
MacWhinney, B. (1991). The CHILDES project: Tools for analyzing talk. London: Lawrence Erlbaum Associates Inc.
McCloskey, J. (1992). Adjunction, selection and embedded verb second. Linguistics Research Report, 92-07.
Menyuk, P. (1964). Comparison of grammar of children with functionally deviant and normal speech. Journal of Speech and Hearing Research, 7, 109–121.
Miller, J., Gillon, G., & Westerveld, M. (2012). Systematic Analysis of Language Transcripts (SALT), New Zealand Clinical Version 2012 [Computer Software]. Middleton, WI: SALT Software LLC.
Pozzan, L., & Valian, V. (2016). Asking questions in child English: Evidence for early abstract representations. Language Acquisition. https://doi.org/10.1080/10489223.2016.1187615.
Radford, A. (2004). English syntax: An introduction. Cambridge, MA: Cambridge University Press.
Rice, M. L., & Blossom, M. (2012). What do children with specific language impairment do with multiple forms of DO? Journal of Speech, Language, and Hearing Research, 56, 222–235. https://doi.org/10.1044/1092-4388(2012/11-0107).
Rice, M. L., Hoffman, L., & Wexler, K. (2009). Judgements of omitted BE and DO in questions as extended finiteness clinical markers of specific language impairment (SLI) to 15 years: A study of growth and asymptote. Journal of Speech, Language, and Hearing Research, 52, 1417–1433. https://doi.org/10.1044/1092-4388(2009/08-0171).
Rice, M. L., Smolik, F., Perpich, D., Thompson, T., Rytting, N., & Blossom, M. (2010). Mean length of utterance levels in 6-month intervals for children 3 to 9 years with and without language impairments. Journal of Speech, Language, and Hearing Research, 53(2), 333–349. https://doi.org/10.1044/1092-4388(2009/08-0183).
Rice, M. L., & Wexler, K. (1996). Toward tense as a clinical marker of specific language impairment in English-speaking children. Journal of Speech, Language, and Hearing Research, 39, 1239–1257. https://doi.org/10.1044/jshr.3906.1239.
Rice, M. L., Wexler, K., & Cleave, P. (1995). Specific language impairment as a period of extended optional infinitive. Journal of Speech, Language, and Hearing Research, 38, 850–863. https://doi.org/10.1044/jshr.3804.850.
Rice, M. L., Wexler, K., & Hershberger, S. (1998). Tense over time: The longitudinal course of tense acquisition in children with specific language impairment. Journal of Speech, Language, and Hearing Research, 41, 1412–1431. https://doi.org/10.1044/jslhr.4106.1412.
Roid, G. H., Miller, L. J., Pomplun, M., & Koch, C. (2013). Leiter international performance scale. Los Angeles, CA: Western Psychological Services.
Rowland, C. F. (2007). Explaining errors in children’s questions. Cognition, 104, 106–134. https://doi.org/10.1016/j.cognition.2006.05.011.
Rowland, C. F., & Pine, J. M. (2000). Subject–auxiliary inversion errors and wh-question acquisition: ‘What children do know?’. Journal of child Language, 27(01), 157–181.
Santelmann, L., Berk, S., Austin, J., Somashekar, S., & Lust, B. (2002). Continuity and development in the acquisition of inversion in yes/no questions: Dissociating movement and inflection. Journal of Child Language, 29(04), 813–842.
Sarma, J. (1991). The acquisition of Wh-question in English. Storrs, CT: University of Connecticut. (Unpublished doctoral dissertation).
Schuele, C. M., & Dykes, J. (2005). Complex syntax acquisition: A longitudinal case study of a child with specific language impairment. Clinical Linguistics and Phonetics, 19, 295–318.
Schulz, P., & Roeper, T. (2011). Acquisition of exhaustivity in wh-questions: A semantic dimension of SLI? Lingua, 121, 383–407. https://doi.org/10.1016/j.lingua.2010.10.005.
Semel, E., Wiig, E., & Secord, W. (2003). Clinical evaluation of language fundamentals (4th ed.). San Antonio, TX: Psychological Corporation.
Semel, E., Wiig, E., & Secord, W. (2006). Clinical evaluation of language fundamentals preschool. Sydney, NSW: Harcourt Assessment Inc.
Stavrakaki, S. (2006). Developmental perspectives on specific language impairment: Evidence from the production of wh-questions by Greek SLI children over time. Advances in Speech Language Pathology, 8(4), 384–396. https://doi.org/10.1080/14417040600880714.
Stromswold, K. J. (1990). Learnability and the acquisition of auxiliaries (Doctoral dissertation). Massachusetts Institute of Technology.
Thornton, R. (1995). Referentiality and wh-movement in child English: Juvenile d-linkuency. Language Acquisition, 4, 139–175.
Thornton, R. (2008). Why continuity. Natural Language & Linguistic Theory, 26, 107–146.
Tomasello, M. (2003). Constructing a language: A usage-based theory of language acquisition. Cambridge, MA: Harvard University Press.
Tyack, D., & Ingram, D. (1977). Children’s production and comprehension of questions. Journal of Child Language, 4, 211–224. https://doi.org/10.1017/S0305000900001616.
van der Lely, H. (1998). SLI in children: Movement, economy and deficits in the computational-syntactic system. Language Acquisition, 7, 161–192. https://doi.org/10.1207/s15327817la0702-4_4.
van der Lely, H., & Battell, J. (2003). Wh-movement in children with Grammatical SLI: A test of the RDDR hypothesis. Language, 79, 153–181. https://doi.org/10.1353/lan.2003.0089.
van der Lely, H., Jones, M., & Marshall, C. (2011). Who did Buzz see someone? Grammaticality judgement of wh-questions in typically developing children and children with Grammatical-SLI. Lingua, 121, 408–422.
Wexler, K. (1994). Optional infinitives, head movement and the economy of derivations. In D. Lightfoot & N. Homstein (Eds.), Verb movement (pp. 305–350). Cambridge: Cambridge University Press.
Wexler, Kenneth. (1998). Very early parameter setting and the unique checking constraint: A new explanation of the optional infinitive stage. Lingua, 106, 23–79.
Wolfram, W., & Christian, D. (1976). Appalachian Speech. Arlington, VA: Centre for Applied Linguistics.
Wong, A. M., Leonard, L., Fletcher, P., & Stokes, S. (2004). Questions without movement: A study of Cantonese-speaking children with and without specific language impairmemt. Journal of Speech, Language and Hearing Research, 47, 1440–1453.
Yang, C. (2016). The price of productivity. Cambridge, MA: MIT Press.