EFFECTS OF INPUT MANIPULATION ON GRAMMATICAL ACQUISITION

描述：(改编自《调查员摘要》) 语言障碍(SLI)儿童表现出过度的困难 在相对缺乏行为、神经、 口腔运动、认知或感觉缺陷。语言的一个领域 对这些孩子来说，习得尤其有问题的是 语法形态，包括助动词，例如is和 Will，a屈折变化，例如过去时ed和第三 人单--S在散步。SLI儿童的语法困难 形态仍然存在，即使它们是在 语言互动类似于正常发育(ND) 孩子们。这些孩子在沟通方面有很大的风险。 在求学期间和一生中遇到的困难 影响与沟通相关的生活功能领域，例如 学术和社会发展。 这项建议的目的是更好地了解SLI是如何 孩子们从他们环境中的语言中受益。具体的 问题涉及SLI儿童是否将语言输入作为 与患有类似疾病的年幼ND儿童一样有效和相同的程度 语言技能。为了研究这些问题，两组SLI和 更小的ND儿童将参加一项丰富计划，在该计划中 两个助动词is和will的密集集合体 以是与否的问题呈现。SLI和ND对照组不会 收到更多关于助词的例子。在两个月后 试验期内，少儿语言作品将 再监测六个月，以确定更广泛的变化 在儿童的语法系统中发生。效果评估 随着时间的推移，铀浓缩计划将提供重要的见解 关于特定语言障碍的性质和输入的作用 在语法的习得上。 研究问：集中暴露IS和将有助于 SLI儿童获得这些辅助物？会不会集中 暴露的IS和将促进SLI儿童获得其他 助词(例如，可以、可能、应该、过去、现在)？会吗？ 集中暴露的IS和将促进SLI儿童的习得 非助词语法形式的，理论上与 助词(例如，句子主语的强制性用法， 主语代词、第三人称单数的主格标记？ SLI儿童的学习模式是否与SLI儿童不同 以及三个级别中的任何一个级别的儿童？

DESCRIPTION: (Adapted From The Investigator's Abstract) Specific language- impaired (SLI) children display inordinate difficulties learning language in the relative absence of behavioral, neurological, oral-motor, cognitive, or sensory deficits. One area of language acquisition that is especially problematic for these children is grammatical morphology, including auxiliary verbs, for example is and will, an inflections, for example the past tense -ed and the third person singular -s in walks. SLI children's difficulty with grammatical morphology persists even though they are reared in environments where language interactions are similar to those of normally-developing (ND) children. These children are at significant risk for communicative difficulties throughout the school years and across the life span which affect areas of life functioning associated with communication, such as academic and social development. The aim of this proposal is to obtain a better understanding of how SLI children benefit from the language in their environment. The specific questions concern whether SLI children utilize linguistic input as efficiently and to the same extent as younger ND children with similar language skills. To examine these questions, two groups of SLI and younger ND children will participate in an enrichment program in which dense concentrations of two auxiliary verb, is and will, will be presented in yes-no questions. SLI and ND control groups will not receive more frequent examples of auxiliaries. After a two-month experimental period, the children's language productions will be monitored for an additional six months to determine if broader changes in the children's grammatical systems occur. Evaluation of the effects of the enrichment program across time will provide important insights into the nature of specific language impairment and the role of input in the acquisition of grammar. The research asks: Does concentrated exposure of is and will facilitate the SLI children's acquisition of these auxiliaries? Does concentrated exposure of is and will foster SLI children's acquisition of other auxiliaries (for example, can, might, should, was, are)? Does concentrated exposure of is and will foster SLI children's acquisition of non-auxiliary grammatical form that are theoretically related to auxiliaries (for example, obligatory usage of sentence subjects, nominative case marking of subject pronouns, third person singulars)? Do the patterns of learning for the SLI children differ from those of ND children at any of the three levels?