EFFECTS OF INPUT MANIPULATION ON GRAMMATICAL ACQUISITION

描述：（改编自研究者摘要）具体 语言障碍儿童表现出极大的困难 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， 语法形态，包括助动词，例如is和 will，an的词形变化，例如过去式-艾德和第三 单数的人-s在散步。 SLI儿童的语法困难 即使它们生长在 语言互动与正常发育（ND）的语言互动相似 孩子 这些孩子有很大的交流风险， 在整个学年和整个生命周期的困难， 影响与沟通相关的生活功能领域，例如 学术和社会发展。 本提案的目的是为了更好地了解SLI如何 孩子们受益于他们所处环境中的语言。具体 问题涉及SLI儿童是否利用语言输入作为 有效地，并在相同程度上与年轻的ND儿童类似 语言技能。 为了研究这些问题，两组SLI和 年幼的ND儿童将参加一个充实计划， 密集的两个助动词，is和will，will be 用是非问题来回答 SLI和ND对照组不会 更频繁地收到辅助词的例子。 经过两个月的 在实验阶段，儿童的语言作品将 再监测六个月，以确定是否有更广泛的变化， 在儿童的语法系统中出现。 效果评价 浓缩计划的时间跨度将提供重要的见解 具体语言障碍的性质和输入的作用 语法的习得。 研究问：是否集中暴露的是，并将促进 SLI的孩子们获得这些辅助设备 集中精力 暴露的是，并将促进SLI儿童的收购其他 助动词（例如，can、might、should、was、are）？ 并 集中接触是和将促进SLI儿童的获得 非助动词的语法形式，理论上与 助动词（例如，句子主语的强制性使用， 主格标记的主题代词，第三人称单数）？ SLI儿童的学习模式与 三个层次中的任何一个都有ND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?