MORPHOLOGICAL DEFICITS IN SPECIFIC LANGUAGE IMPAIRMENT

有特殊功能障碍的儿童通常表现出特别的 严重限制了“语法语素”的使用。这些 困难包括绑定语素的问题，如 过去时和第三人称单数变化及其功能 冠词和助词等词。这个项目的目的是 是为了探索这些语法语素的可能基础 限制，并研究这些限制可能如何阻碍其他 这些儿童语言发展的各个方面。 为了实现这一总体目标，特别是语言障碍 (SLI)儿童语法语素的综合和使用 将通过三种不同的语言(英语、 希伯来语、意大利语)在综合理论的框架内 语言的可学性。实验1和实验2以SLI为中心 儿童对低级语素的理解和使用 “语音实体”，即非音节的语素 辅音音节或非重读音节。的关注点 实验三是低音素语素词是否 对于SLI儿童来说尤其困难，因为这些孩子有 辨别非语言材料的问题 在感知上很突出。最后的实验探索了 假设SLI儿童学习语言的其他方面更多 慢慢地，部分原因是他们不能依赖低音- 当出现新的语法分析工具时，物质语素 语言材料。

Children with specific impairment often show an especially serious limitation in the use of "grammatical morphemes." These difficulties include problems with bound morphemes such as the past tense and third person singular inflections, and function words such as articles and auxiliaries. The purpose of this project is to explore the possible bases of these grammatical morpheme limitations, and to examine how such limitations may hinder other aspects of these children's language development. To accomplish this general goal, specifically-language-impaired (SLI) children's comprehensive and use of grammatical morphemes will be examined across three different languages (English, Hebrew, Italian) within the framework of a comprehensive theory of language learnability. Experiments 1 and 2 center on SLI children's comprehension and use of morphemes that are low in "phonetic substance," that is, morphemes that are nonsyllabic consonant segments or unstressed syllables. The focus of Experiment 3 is whether low-phonetic-substance morphemes are especially difficult for SLI children because these children have problems discriminating linguistic material that is not perceptually salient. The final experiment explores the hypothesis that SLI children learn other aspects of language more slowly in part because they are unable to rely on low-phonetic- substance morphemes as parsing aids when presented with new linguistic material.