DERIVATIONAL MORPHEME ACQUISTION IN SLI CHILDREN

一个最一致的记录特征的儿童与 特殊语言障碍（SLI）是指在习得 语法形态学目前的理论SLI中心的这一赤字 然而，对现有理论的完整评估是困难的。 因为存在与当前数据既一致又不一致的数据， 账户为了充分评估现有的职位， 更完整的帐户，SLI儿童的表现更广泛的 语言技能必须得到评估。派生形态学领域 似乎非常适合这一挑战。因此，本报告的总体目标 建议是评估收购的派生形态， 与SLI儿童，以确定是否获得衍生 对于SLI儿童来说，表格特别具有挑战性， 经常账户的评价 紊乱将进行两项研究。第一项研究涉及一个 使用六个派生语素的横截面检查， SLI儿童和两个典型的发展组，一个等同于SLI 一个是根据年龄，另一个是根据语言能力。 目标派生词素将通过图片任务引出 涉及真实的和临时词项目。差异分析程序将 用于分析这些数据。 派生语素在多大程度上 与他们的年龄和语言有关的问题， 配偶将被考虑，结果将根据以下因素进行解释： SLI儿童形态缺陷的主要原因。 在第二 研究，发展派生形态学的五个SLI 第一项研究的受试者将被连续跟踪两个月， 年期间。同样，派生形式习得的模式将 相对于SLI的当前理论账户进行评估。

One of the most consistently documented characteristics of children with specific language impairment (SLI) is difficulty in the acquisition of grammatical morphology. Current theories of SLI center of this deficit area; however, complete evaluation of available theories is difficult because data exist which are both consistent and inconsistent with current accounts. In order to fully evaluate available positions, and to construct more complete accounts, SLI children's performance on a wider range of linguistic skills must be appraised. The area of derivational morphology appears ideally suited to this challenge. Thus, the general aims of this proposal are to assess the acquisition of derivational morphology in children with SLI, to determine whether the acquisition of derivational forms is particularly challenging for children with SLI, and to apply the resulting developmental patterns to the evaluation of current accounts of the disorder. Two studies will be conducted. The first study involves a cross-sectional examination of the use of six derivational morphemes by SLI children and two typically developing groups, one equated to the SLI subjects on the basis age, and the other on the basis of language ability. The target derivational morphemes will be elicited via picture tasks involving real- and nonce-word items. Analysis of variance procedures will be used to analyze these data. The extent to which derivational morphemes are problematic for children with SLI relative to their age- and language- mates will be considered, and results will be interpreted in light of major accounts of SLI children's morphological deficits. In the second study, the development of derivational morphology in five of the SLI subjects from the first study will be tracked longitudinaily for a two- year period. Again, patterns of derivational form acquisition will be evaluated relative to current theoretical accounts of SLI.