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Relevant bibliographies by topics / Grammatical-syntactic deficits

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Academic literature on the topic 'Grammatical-syntactic deficits'

Author: Grafiati

Published: 2 June 2025

Last updated: 31 July 2025

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Journal articles on the topic "Grammatical-syntactic deficits"

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Grodzinsky, Yosef, and Lisa Finkel. "The Neurology of Empty Categories: Aphasics' Failure to Detect Ungrammaticality." Journal of Cognitive Neuroscience 10, no. 2 (1998): 281–92. http://dx.doi.org/10.1162/089892998562708.

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A direct investigation into the grammatical abilities of Broca's and Wernicke's aphasics sought to obtain critical evidence for a revised model of the functional neuroanatomy of language. We examined aphasics' ability to make grammaticality judgments on a set of theoretically selected, highly complex syntactic structures that involve, most prominently, fine violations of constraints on syntactic movement. Although both groups have been thought to possess intact abilities in this domain, we discovered severe deficits: Broca's and Wernicke's aphasics (whose performances differed) exhibited clear

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Evans, Julia L. "SLI Subgroups: Interaction Between Discourse Constraints and Morphosyntactic Deficits." Journal of Speech, Language, and Hearing Research 39, no. 3 (1996): 655–60. http://dx.doi.org/10.1044/jshr.3903.655.

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A performance-based model was employed to investigate the impact of discourse demands on the pattern of morphosyntactic deficits exhibited by children with Specific Language Impairments (SLI). The pattern of grammatical errors varied with respect to discourse demands for children with good receptive language abilities but remained stable and independent of changes in discourse demands for children with both expressive and receptive deficits. These findings suggest distinct deficit profiles for subgroups of children with SLI differing in receptive language abilities that are not evident when sy

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NORBURY, COURTENAY FRAZIER, DOROTHY V. M. BISHOP, and JOSIE BRISCOE. "Does impaired grammatical comprehension provide evidence for an innate grammar module?" Applied Psycholinguistics 23, no. 2 (2002): 247–68. http://dx.doi.org/10.1017/s0142716402002059.

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Children with specific language impairment (SLI) have distinctive impairments in the comprehension of sentences that involve long-distance syntactic relationships. This has been interpreted as evidence for impairment in an innate grammatical module. An alternative theory attributes such difficulties to lower level problems with speech perception or deficits in phonological working memory. These theoretical accounts were contrasted using comprehension data from three subgroups: 20 children with SLI, 19 children with mild–moderate hearing loss, and normally developing children matched on age and

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Benassi, Erika, Sonia Boria, Maria Teresa Berghenti, Michela Camia, Maristella Scorza, and Giuseppe Cossu. "Morpho-Syntactic Deficit in Children with Cochlear Implant: Consequence of Hearing Loss or Concomitant Impairment to the Language System?" International Journal of Environmental Research and Public Health 18, no. 18 (2021): 9475. http://dx.doi.org/10.3390/ijerph18189475.

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Background: Among implanted children with similar duration of auditory deprivation and clinical history, the morpho-syntactic skills remain highly variable, suggesting that other fundamental factors may determine the linguistic outcomes of these children, beyond their auditory recovery. The present study analyzed the morpho-syntactic discrepancies among three children with cochlear implant (CI), with the aim of understanding if morpho-syntactic deficits may be characterized as a domain-specific language disorder. Method: The three children (mean age = 7.2; SD = 0.4) received their CI at 2.7, 3

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Hopp, Holger. "Grammatical gender in adult L2 acquisition: Relations between lexical and syntactic variability." Second Language Research 29, no. 1 (2013): 33–56. http://dx.doi.org/10.1177/0267658312461803.

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In order to identify the causes of inflectional variability in adult second-language (L2) acquisition, this study investigates lexical and syntactic aspects of gender processing in real-time L2 production and comprehension. Twenty advanced to near-native adult first language (L1) English speakers of L2 German and 20 native controls were tested in a study comprising two experiments. In elicited production, we probe accuracy in lexical gender assignment. In a visual-world eye tracking task, we test the predictive processing of syntactic gender agreement between determiners and nouns. The finding

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Stein, Cecile L., Edgar B. Zurif, and Helen S. Cairns. "Defense of the syntactic deficit hypothesis: A reply to Goodluck." Applied Psycholinguistics 6, no. 2 (1985): 191–93. http://dx.doi.org/10.1017/s0142716400006111.

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At the outset we wish to thank the editors of Applied Psycholinguistics for inviting us to reply to Goodluck's criticisms of our paper, “Sentence Comprehension Limitations Related to Syntactic Deficits in Reading Disabled Children” (Vol. 5, No. 4). Our response can be summarized in two points: First, the theoretical questions raised by Goodluck are largely unresolved and premature. Second, and most important, is the point that however the theoretical issues are ultimately resolved, one of the basic conclusions of the Stein, Cairns, and Zurif article remains unassailed – viz., that the interpre

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WALTZMAN, DAVA E., and HELEN S. CAIRNS. "Grammatical knowledge of third grade good and poor readers." Applied Psycholinguistics 21, no. 2 (2000): 263–84. http://dx.doi.org/10.1017/s014271640000206x.

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The relationship between grammatical knowledge and reading ability in third grade good and poor readers was investigated. Two aspects of grammar – binding and control – were assessed to determine whether poor readers had syntactic deficits. These principles both relate to the interpretation of pronominal elements. Interpretations were assessed through a sentence–picture matching task in which picture depictions of all the possible interpretations of pronominal elements in verbally presented sentences were included. The only sentence type that differentiated the two reading groups was performan

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Thompson, Cynthia K., Aya Meltzer-Asscher, Soojin Cho, et al. "Syntactic and Morphosyntactic Processing in Stroke-Induced and Primary Progressive Aphasia." Behavioural Neurology 26, no. 1-2 (2013): 35–54. http://dx.doi.org/10.1155/2013/749412.

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The paper reports findings derived from three experiments examining syntactic and morphosyntactic processing in individuals with agrammatic and logopenic variants of primary progressive aphasia (PPA-G and PPA-L, respectively) and stroke-induced agrammatic and anomic aphasia (StrAg and StrAn, respectively). We examined comprehension and production of canonical and noncanonical sentence structures and production of tensed and nontensed verb forms using constrained tasks in experiments 1 and 2, using the Northwestern Assessment of Verbs and Sentences (NAVS [57]) and the Northwestern Assessment of

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Ditges, Ruth, Elena Barbieri, Cynthia K. Thompson, et al. "German Language Adaptation of the NAVS (NAVS-G) and of the NAT (NAT-G): Testing Grammar in Aphasia." Brain Sciences 11, no. 4 (2021): 474. http://dx.doi.org/10.3390/brainsci11040474.

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Grammar provides the framework for understanding and producing language. In aphasia, an acquired language disorder, grammatical deficits are diversified and widespread. However, the few assessments for testing grammar in the German language do not consider current linguistic, psycholinguistic, and functional imaging data, which have been shown to be crucial for effective treatment. This study developed German language versions of the Northwestern Assessment of Verbs and Sentences (NAVS-G) and the Northwestern Anagram Test (NAT-G) to examine comprehension and production of verbs, controlling fo

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SIMON-CEREIJIDO, GABRIELA, and VERA F. GUTIÉRREZ-CLELLEN. "Spontaneous language markers of Spanish language impairment." Applied Psycholinguistics 28, no. 2 (2007): 317–39. http://dx.doi.org/10.1017/s0142716407070166.

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Spanish-speaking (SS) children with language impairment (LI) present with deficits in morphology and verb argument structure. These language areas may be useful for clinical identification of affected children. This study aimed to evaluate the discrimination accuracy of spontaneous language measures with SS preschoolers to tease out what combination of grammatical measure(s) were responsible for the LI deficits, and to determine the role of verb argument structure and syntactic complexity in identifying SS children with LI. Two sets of experiments were conducted on the spontaneous language sam

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Book chapters on the topic "Grammatical-syntactic deficits"

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Leonard, Laurence B., Windi Krok, and Lisa Wisman Weil. "Chapter 10. Syntactic priming and language intervention for children with grammatical deficits." In Syntactic Priming in Language Acquisition. John Benjamins Publishing Company, 2022. http://dx.doi.org/10.1075/tilar.31.10leo.

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