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Lexical characteristics of verbs in ...

City University of New York., Speech & Hearing Sciences.

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Lexical characteristics of verbs in school-age children with specific language impairment.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Lexical characteristics of verbs in school-age children with specific language impairment./
作者:	Kenan, Naama.
面頁冊數:	136 p.
附註:	Adviser: Richard G. Schwartz.
Contained By:	Dissertation Abstracts International69-01B.
標題:	Health Sciences, Speech Pathology. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3296920
ISBN:	9780549434023

Lexical characteristics of verbs in school-age children with specific language impairment.
Kenan, Naama.

Lexical characteristics of verbs in school-age children with specific language impairment. - 136 p.

Adviser: Richard G. Schwartz.

Thesis (Ph.D.)--City University of New York, 2008.

Many of the language deficits exhibited by children with specific language impairment (SLI) can be described as "verb-related". The purpose of the current study was to investigate the lexical properties of verbs in the language of children with and without SLI. Three planned experiments targeted this issue with different experimental tasks. The participants were 16 children with SLI (ages 8;5-12;6), and 16 age-matched typically language developing (TLD) children. A group of 16 adults (ages 18-21) have also participated in Experiment 3.

ISBN: 9780549434023Subjects--Topical Terms:

1018105
Health Sciences, Speech Pathology.

Lexical characteristics of verbs in school-age children with specific language impairment.
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100 1 $a Kenan, Naama. $3 1022922
245 1 0 $a Lexical characteristics of verbs in school-age children with specific language impairment.
300 $a 136 p.
500 $a Adviser: Richard G. Schwartz.
500 $a Source: Dissertation Abstracts International, Volume: 69-01, Section: B, page: 0267.
502 $a Thesis (Ph.D.)--City University of New York, 2008.
520 $a Many of the language deficits exhibited by children with specific language impairment (SLI) can be described as "verb-related". The purpose of the current study was to investigate the lexical properties of verbs in the language of children with and without SLI. Three planned experiments targeted this issue with different experimental tasks. The participants were 16 children with SLI (ages 8;5-12;6), and 16 age-matched typically language developing (TLD) children. A group of 16 adults (ages 18-21) have also participated in Experiment 3.
520 $a In Experiment 1, the production of sentences for specific verbs, in relation to the number and type of arguments and complements, was analyzed. Children with SLI were found to produce more errors and they responded with more " don't know" (DK) responses, as compared with their TLD peers.
520 $a In Experiment 2, a grammaticality judgment task assessed the children's sensitivity to specific types of sentential complements that certain verbs select. Children with SLI were found to produce more judgment errors and to produce more errors when they attempted to correct ungrammatical sentences, as compared with their TLD peers.
520 $a In Experiment 3, verb activation during on-line sentence comprehension was targeted. The goal was to determine which structural characteristics of verbs affect the time it takes children with SLI, children with TLD, and adult listeners, to activate verbs from the mental lexicon. Three variables were examined: (a) the number of arguments, (b) the number of structural options, and (c) the thematic structure. An online pitch change method was employed. Analysis of reaction times revealed that the number of structural options was the crucial factor that affected verb processing. It created complexity effects for all three groups of participants. Children with SLI were affected by the lexical characteristics of verbs in the same way as the two control groups.
520 $a These results show a dissociation between the normally appearing verb activation mechanism of children with SLI, and their difficulty in translating this implicit knowledge into explicit linguistic knowledge required for performing a variety of production and comprehension tasks. An individual perspective showed, however, that not all children with SLI were impaired on the non-online measures.
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710 2 0 $a City University of New York. $b Speech & Hearing Sciences. $3 1022921
773 0 $t Dissertation Abstracts International $g 69-01B.
790 $a 0046
790 1 0 $a Friedmann, Naama $e committee member
790 1 0 $a Schwartz, Richard G., $e advisor
790 1 0 $a Shapiro, Lewis $e committee member
791 $a Ph.D.
792 $a 2008
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