Vietnamese children with and without DLD: Classifier use and grammaticality over time.
Vietnamese children with and without DLD: Classifier use and grammaticality over time.
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DOI：
10.1016/j.jcomdis.2022.106297
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发表时间：
2023-01
影响因子：
1.7
通讯作者：
Nguyen, Khanh
中科院分区：
文献类型：
--
作者：
Pham, Giang;Simpson, Andrew;Nguyen, Khanh
识别发育性语言障碍（DLD）的一种方法是在语言中建立临床标记，作为该障碍的可靠指标。本研究开始寻找临床标志物的越南人使用纵向数据，从儿童和没有DLD。我们将10名先前被归类为DLD的儿童与10名具有典型发育（TD）的儿童按年龄和性别进行了匹配。参与者在三个时间点完成了故事生成任务：幼儿园，一年级和二年级。整体语法发展的测量使用平均长度的话语，MLU，和语法话语的比例，PGU。我们研究了一种语言特有的特征，分类器，在准确性（遗漏错误），多样性（不同分类器的数量）和生产力方面，或者在两到三个元素（分类器+名词，数词+分类器+名词）的结构中使用分类器。纵向变化和组间差异采用线性混合模型，辅以语言分析。两组的MLU和PGU均随时间增加。DLD组在幼儿园的表现较低，并随着时间的推移继续显示出较低的性能在这些措施。分类遗漏错误随着时间的推移而减少，没有组间差异。分类器的多样性在各组之间增加，DLD组在幼儿园和随着时间的推移表现较低。对于分类器的生产力，TD儿童使用分类器在幼儿园的多个结构，并保持相同的水平随着时间的推移。与此相反，DLD儿童在幼儿园使用三要素结构最少，但随着时间的推移，生产力增加。与早期上学的TD同龄人相比，DLD儿童的话语较短，语法错误相对较多。虽然不再犯量词遗漏错误，但DLD儿童在产生不同量词和结构的数量方面表现出更多的量词使用限制。研究结果为DLD的越南临床标志物的搜索提供了信息。
One way to identify Developmental Language Disorder (DLD) is to establish clinical markers in a language to serve as reliable indicators of the disorder. This study embarks on the search for clinical markers for Vietnamese using longitudinal data from children with and without DLD. We matched ten children previously classified with DLD to ten with typical development (TD) by age and gender. Participants completed a story generation task at three time points: kindergarten, first, and second grade. Overall grammatical development was measured using mean length of utterance, MLU, and proportion of grammatical utterances, PGU. We examined a language-specific feature, classifiers, in terms of accuracy (omission errors), diversity (number of different classifiers), and productivity, or the use of classifiers in constructions of two-to-three elements (classifier+noun, numeral+classifier+noun). Longitudinal change and group differences were examined using linear mixed modeling, supplemented by linguistic analysis. Both groups increased in MLU and PGU over time. The DLD group performed lower in kindergarten and continued to show lower performance over time on these measures. Classifier omission errors decreased over time with no group differences. Classifier diversity increased across groups, with lower performance by the DLD group in kindergarten and over time. For classifier productivity, TD children used classifiers in multiple constructions in kindergarten and maintained the same level over time. In contrast, children with DLD had minimal use of three-element constructions in kindergarten but increased in productivity over time. Children with DLD produce shorter utterances with relatively more grammatical errors compared to their TD peers in the early school years. Though no longer committing classifier omission errors, children with DLD showed more restricted use of classifiers in terms of the number of different classifiers and constructions produced. Findings inform the search for Vietnamese clinical markers of DLD.
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