LEARNING DISABLED CHILDRENS DERIVATIONAL MORPHOLOGY

学习残疾儿童的衍生形态学

• 批准号: 2127742
• 负责人: JENNIFER A WINDSOR
• 金额: $ 10.37万
• 依托单位: UNIVERSITY OF MINNESOTA
• 依托单位国家: 美国
• 财政年份: 1994
• 资助国家: 美国
• 起止时间: 1994-09-01 至 1999-08-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/2127742
• 关键词: adolescence (12-20); audiotape; child with disability; computer data analysis; human subject; language disorders; learning disorders; middle childhood (6-11); neural information processing; performance; semantics; speech; stimulus /response; videotape /videodisc

Children with language-learning disabilities (hereafter termed LD children) experience a wide range of academic difficulties, many of which are based on their spoken language skills. As a group, LD children have more difficulty with spoken phonology and morpho-syntax than with semantics. One major theoretical perspective, is that relative to children with typical language, LD children have limited resources for processing language. When processing limitations are exceeded, language performance is impaired. The long-term objective of the proposed research is to test the hypothesis that phonology and syntax present greater processing demands for LD children than semantics. Acquisition of derivational morphology (e.g., deriving lightness, lighten, and lightly from light) involves processing a complex intersection of phonological, syntactic, and semantic constraints. Thus, it provides a very rich avenue for exploring the processing of these language domains and the relative contribution of each domain to overall skill in language. Specifically, it is hypothesized that LD children are better able to process semantic aspects of derivational morphology than phonological and syntactic aspects. This hypothesis is tested in a series of experiments that investigate production and comprehension of each language domain in isolation and each domain as it interacts with each of the other two domains. The experiments provide converging evidence for the hypothesis from lexical decision, sentence completion, and word analysis tasks. In order to accurately interpret the LD children's performance, their performance is compared with language-normal (LN) children of the same age and also with LN children with the same language skills.

语言学习障碍儿童(以下简称学习障碍儿童 儿童)经历了广泛的学习困难，其中许多困难 是基于他们的口语技能。作为一个群体，学习障碍儿童有 口语语音和形态句法比口语更难 语义学。一个主要的理论观点是，相对于 具有典型语言能力的儿童，学习障碍儿童的资源有限 处理语言。当超过处理限制时，语言 性能受损。拟议研究的长期目标 是为了检验这样一种假设，即语音和句法表现出更大的 学习困难儿童的加工需求大于语义。 获得派生形态(例如，派生明度，变亮， 并且从光轻微地)涉及处理复杂的交叉点 语音、句法和语义约束。因此，它提供了一个 探索这些语言领域的处理的非常丰富的途径 以及每个领域对整体语言技能的相对贡献。 具体地说，假设学习困难儿童能够更好地 派生词法的加工语义方面不同于语音和 句法方面。 这一假设在一系列实验中得到了验证，这些实验研究了 每个语域的产生和理解 域，因为它与其他两个域中的每个域交互。这个 实验从词汇角度为这一假说提供了一致的证据 判断、句子补全和单词分析任务。为了 准确解读LD小朋友的表现，他们的表现是 与语言正常(LN)同龄儿童和 在语言能力相同的孩子身上。