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LEARNING DISABLED CHILDRENS DERIVATIONAL MORPHOLOGY

学习残疾儿童的衍生形态学

基本信息

批准号：
2770222
负责人：
JENNIFER A WINDSOR
金额：
$ 8.71万
依托单位：
UNIVERSITY OF MINNESOTA
依托单位国家：
美国
项目类别：
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/2770222
关键词：
adolescence (12-20) audiotape behavioral /social science research tag child with disability computer data analysis human subject language disorders learning disorders middle childhood (6-11) neural information processing performance phonology semantics speech stimulus /response videotape /videodisc

项目摘要

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LD 孩子们）经历了广泛的学术困难，其中许多是基于他们的口语能力。作为一个群体，LD儿童有口语语音学和形态句法学的难度比口语语音学和形态句法学的难度大。语义一个主要的理论观点是，典型语言的儿童，LD儿童的资源有限，处理语言当超出处理限制时，语言业绩受损。拟议研究的长期目标是为了验证语音和句法更能体现对学习困难儿童的处理需求大于语义。获取派生形态学（例如，从而产生亮度，光亮，和轻微的光线）涉及处理一个复杂的交叉点，语音、句法和语义限制。因此，它提供了一个非常丰富的途径来探索这些语言域的处理以及每个领域对整体语言技能的相对贡献。具体来说，据推测，LD儿童能够更好地处理派生形态的语义方面比语音和句法方面。这一假设在一系列实验中得到验证，每个语言领域的产生和理解，域，因为它与其他两个域中的每一个相互作用。的实验为词汇假设提供了一致的证据，决定，句子完成和单词分析任务。为了准确地解释了LD儿童的表现，他们的表现是与同年龄的语言正常儿童相比，具有相同语言能力的LN儿童。