"Whatdunit?" Sentence Comprehension Abilities of Children With SLI: Sensitivity to Word Order in Canonical and Noncanonical Structures.
"Whatdunit?" Sentence Comprehension Abilities of Children With SLI: Sensitivity to Word Order in Canonical and Noncanonical Structures.
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“什么单位？”
DOI：
10.1044/2017_jslhr-l-17-0025
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发表时间：
2017
期刊：
影响因子：
--
通讯作者：
Sergeev,AlexanderV
中科院分区：
文献类型：
--
作者：
Montgomery,JamesW;Gillam,RonaldB;Evans,JuliaL;Sergeev,AlexanderV
目的根据目标 1，我们比较了具有特定语言障碍 (SLI) 的学龄儿童和同龄典型发育 (TD) 儿童对规范和非规范词序结构的理解和敏感度。目标 2 的重点是小组中句子理解能力的发展提高。根据目标 3，我们比较了各组的理解错误模式。方法使用“Whatdunit”智能体选择任务，117 名 SLI 儿童和 117 名 TD 儿童（年龄 7:0–11:11，年：月）在年龄、性别、母亲受教育程度和家庭收入方面进行了倾向匹配，指出了最能代表语义上不可信的规范结构（主语-动词-宾语，主语相关）中的智能体的图片，并且非规范结构（被动、宾语相关）。结果 SLI 组在句子类型上的表现比 TD 组差。 TD 儿童在每种句子类型上都表现出进步，但 SLI 儿童仅在规范句子方面表现出进步。两组选择宾语名词作为主体的频率明显高于出现在介词短语中的名词。结论在缺乏语义-语用线索的情况下，患有 SLI 的儿童对规范和非规范句子的理解受到限制，其中非规范句子的理解受到不成比例的限制。孩子们对句子中的名词论元（尤其是非规范的名词论元）进行正确的语义角色分配的能力受到严重阻碍。
PurposeWith Aim 1, we compared the comprehension of and sensitivity to canonical and noncanonical word order structures in school-age children with specific language impairment (SLI) and same-age typically developing (TD) children. Aim 2 centered on the developmental improvement of sentence comprehension in the groups. With Aim 3, we compared the comprehension error patterns of the groups.MethodUsing a “Whatdunit” agent selection task, 117 children with SLI and 117 TD children (ages 7:0–11:11, years:months) propensity matched on age, gender, mother's education, and family income pointed to the picture that best represented the agent in semantically implausible canonical structures (subject–verb–object, subject relative) and noncanonical structures (passive, object relative).ResultsThe SLI group performed worse than the TD group across sentence types. TD children demonstrated developmental improvement across each sentence type, but children with SLI showed improvement only for canonical sentences. Both groups chose the object noun as agent significantly more often than the noun appearing in a prepositional phrase.ConclusionsIn the absence of semantic–pragmatic cues, comprehension of canonical and noncanonical sentences by children with SLI is limited, with noncanonical sentence comprehension being disproportionately limited. The children's ability to make proper semantic role assignments to the noun arguments in sentences, especially noncanonical, is significantly hindered.
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影响因子：
3.4
作者：
H. V. D. Lely;L. Stollwerck
通讯作者：
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DOI：
10.1044/jshr.3605.1013
发表时间：
1993
期刊：
Journal of speech and hearing research
影响因子：
--
作者：
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影响因子：
2.1
作者：
Erin K. Robertson;M. Joanisse
通讯作者：
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DOI：
10.1111/1460-6984.12047
发表时间：
2014-01-01
影响因子：
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作者：
Ebbels, Susan H.;Maric, Natasa;Turner, Gail
通讯作者：
Turner, Gail
DOI：
--
发表时间：
1990
期刊：
Journal of Speech and Hearing Disorders
影响因子：
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作者：
H. V. D. Lely;Margaret Harris
通讯作者：
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