LANGUAGE LEARNABILITY AND SPECIFIC LANGUAGE IMPAIRMENT IN CHILDREN
LANGUAGE LEARNABILITY AND SPECIFIC LANGUAGE IMPAIRMENT IN CHILDREN
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DOI：
10.1017/s0142716400008511
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发表时间：
1989-06-01
影响因子：
2.1
通讯作者：
LEONARD, LB
中科院分区：
文献类型：
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作者：
LEONARD, LB
语言可学性理论关注的是“正常”的语言发展，但也有一群被称为“特定语言障碍”的儿童，这些理论也适用于他们。这些儿童提出了一个有趣的可学习性问题，因为他们的语言发展缓慢，他们发展的中间点在某些方面与通常的发展阶段不同，他们并不总是达到成人水平的语言功能。在这篇文章中，特别是语言障碍儿童被视为正常的学习者处理的输入是扭曲的原则性的方式。从这个角度来看，Pinker（1984）的理论可以解释儿童语言的许多特征。
Theories of language learnability have focused on "normal" language development, but there is a group of children, termed "specifically language-impaired," for whom these theories are also appropriate. These children present an interesting learnability problem because they develop language slowly, the intermediate points in their development differ in certain respects from the usual developmental stages, and they do not always achieve the adult level of language functioning. In this article, specifically language-impaired children are treated as normal learners dealing with an input that is distorted in principled ways. When the children are viewed from this perspective, Pinker''s (1984) theory can account for many of the features of their language.