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Journal articles on the topic 'Syntactic deficit'

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Published: 2 June 2025

Last updated: 31 July 2025

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1

Liu, Xinmiao, Wenbin Wang, Haiyan Wang, and Yu Sun. "Sentence comprehension in patients with dementia of the Alzheimer’s type." PeerJ 7 (December 3, 2019): e8181. http://dx.doi.org/10.7717/peerj.8181.

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Sentence comprehension is diminished in patients with dementia of the Alzheimer’s type (DAT). However, the underlying reason for such deficits is still not entirely clear. The Syntactic Deficit Hypothesis attributes sentence comprehension deficits in DAT patients to the impairment in syntactic ability, whereas the Processing Resource Deficit Hypothesis proposes that sentence comprehension deficits are the result of working memory deficiency. This study investigated the deficits in sentence comprehension in Chinese-speaking DAT patients with different degrees of severity using sentence-picture

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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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Szterman, Ronit, and Naama Friedmann. "The Effect of Syntactic Impairment on Errors in Reading Aloud: Text Reading and Comprehension of Deaf and Hard of Hearing Children." Brain Sciences 10, no. 11 (2020): 896. http://dx.doi.org/10.3390/brainsci10110896.

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Deaf and Hard of Hearing (DHH) children show difficulties in reading aloud and comprehension of texts. Here, we examined the hypothesis that these reading difficulties are tightly related to the syntactic deficit displayed by DHH children. We first assessed the syntactic abilities of 32 DHH children communicating in spoken language (Hebrew) aged 9;1–12;2. We classified them into two groups of DHH children—with and without a syntactic deficit according to their performance in six syntactic tests assessing their comprehension and production of sentences with syntactic movement. We also assessed

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Martin, Randi C., W. Frederick Wetzel, Carol Blossom-Stach, and Edward Feher. "Syntactic loss versus processing deficit: An assessment of two theories of agrammatism and syntactic comprehension deficits." Cognition 32, no. 2 (1989): 157–91. http://dx.doi.org/10.1016/0010-0277(89)90002-4.

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Koukoulioti, Vasiliki, Stavroula Stavrakaki, Dimitra Mamouli, and Panagiotis Ioannidis. "Production of Complex Sentences in the Semantic Variant of Primary Progressive Aphasia: Neuropsychological, Clinical, Neuroanatomical and Demographic Correlates." Applied Sciences 14, no. 13 (2024): 5390. http://dx.doi.org/10.3390/app14135390.

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Syntactic deficits are not a core symptom of the semantic variant of primary progressive aphasia (svPPA). However, some studies indicate syntactic impairments that deteriorate with progress of the disease. The study addresses the presence of a syntactic deficit and its association with clinical, neuropsychological, neuroanatomical and demographic variables. Nine individuals with svPPA were tested with a cognitive screening test (Addenbrooke’s Cognitive Examination, ACE-R), a language screening test (Boston Diagnostic Aphasia Examination—BDAE) and a syntactic test (object question elicitation).

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Shankweiler, D., S. Crain, L. Katz, et al. "Cognitive Profiles of Reading-Disabled Children: Comparison of Language Skills in Phonology, Morphology, and Syntax." Psychological Science 6, no. 3 (1995): 149–56. http://dx.doi.org/10.1111/j.1467-9280.1995.tb00324.x.

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A comprehensive cognitive appraisal of elementary school children with learning disabilities showed that within the language sphere, deficits associated with reading disability are selective Phonological deficits consistently accompany reading problems whether they occur in relatively pure form or in the presence of coexisting attention deficit or arithmetic disability Although reading-disabled children were also deficient in production of morphologically related forms, this difficulty stemmed in large part from the same weakness in the phonological component that underlies reading disability

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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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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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Caplan, David, Jennifer Michaud, Rebecca Hufford, and Nikos Makris. "Deficit-lesion correlations in syntactic comprehension in aphasia." Brain and Language 152 (January 2016): 14–27. http://dx.doi.org/10.1016/j.bandl.2015.10.005.

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ROSSI, ELEONORA. "Modulating the sensitivity to syntactic factors in production: Evidence from syntactic priming in agrammatism." Applied Psycholinguistics 36, no. 3 (2013): 639–69. http://dx.doi.org/10.1017/s0142716413000374.

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ABSTRACTThis study investigates the extent to which the production of complex morphosyntactic structures can be modulated in agrammatic speakers by utilizing a syntactic priming paradigm. Italian clitic pronouns (varying in morphosyntactic complexity) were chosen as the focal linguistic structure under investigation to test hypotheses based on alternative theories. Three experiments were performed. Experiment 1 analyzed clitic production in spontaneous speech. Experiments 2 and 3 used syntactic priming to prime the production of direct- and indirect-object clitics in finite and in restructurin

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Ruchsow, Martin, Georg Groen, Manfred Spitzer, Leopold Hermle, Anna Buchheim, and Markus Kiefer. "Electrophysiological Evidence for a Syntactic but Not a Semantic Deficit in Patients with Major Depression." Journal of Psychophysiology 22, no. 3 (2008): 121–29. http://dx.doi.org/10.1027/0269-8803.22.3.121.

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Cognitive deficits are common in patients with major depression. The present study investigated whether these impairments also comprise language processes such as sentence comprehension. We studied four language-related evoked potentials (early left anterior negativity [ELAN], N400, left anterior negativity [LAN], and P600) in 14 patients with major depressive disorder (MDD) in partial remission and 14 matched healthy controls using a sentence paradigm with correct, semantic mismatching, and syntactic mismatching sentences. In contrast to controls, patients showed no significant P600 effect wh

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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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Montgomery, James W., Ronald B. Gillam, and Julia L. Evans. "Syntactic Versus Memory Accounts of the Sentence Comprehension Deficits of Specific Language Impairment: Looking Back, Looking Ahead." Journal of Speech, Language, and Hearing Research 59, no. 6 (2016): 1491–504. http://dx.doi.org/10.1044/2016_jslhr-l-15-0325.

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Purpose Compared with same-age typically developing peers, school-age children with specific language impairment (SLI) exhibit significant deficits in spoken sentence comprehension. They also demonstrate a range of memory limitations. Whether these 2 deficit areas are related is unclear. The present review article aims to (a) review 2 main theoretical accounts of SLI sentence comprehension and various studies supporting each and (b) offer a new, broader, more integrated memory-based framework to guide future SLI research, as we believe the available evidence favors a memory-based perspective o

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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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Spencer, Mercedes, and Richard K. Wagner. "The Comprehension Problems of Children With Poor Reading Comprehension Despite Adequate Decoding: A Meta-Analysis." Review of Educational Research 88, no. 3 (2018): 366–400. http://dx.doi.org/10.3102/0034654317749187.

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The purpose of this meta-analysis was to examine the comprehension problems of children who have a specific reading comprehension deficit (SCD), which is characterized by poor reading comprehension despite adequate decoding. The meta-analysis included 86 studies of children with SCD who were assessed in reading comprehension and oral language (vocabulary, listening comprehension, storytelling ability, and semantic and syntactic knowledge). Results indicated that children with SCD had deficits in oral language (d = −0.78, 95% confidence interval, CI [−0.89, −0.68], but these deficits were not a

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Done, D. John, Eeva Leinonen, Timothy J. Crow, and Amanda Sacker. "Linguistic performance in children who develop schizophrenia in adult life." British Journal of Psychiatry 172, no. 2 (1998): 130–35. http://dx.doi.org/10.1192/bjp.172.2.130.

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BackgroundLess syntactically complex speech in patients with schizophrenia has been thought to represent a premorbid dysfunction, of possible prognostic value and indicative of a neurodevelopmental origin for schizophrenia.MethodNarratives written at age 11 by children who then developed psychiatric disorders in adult life (using PSE CATEGO diagnoses), especially schizophrenia, were compared with matched controls on syntactic complexity syntactic maturity, grammatical deviance and spelling ability.ResultsChildren who later developed either schizophrenia, affective psychosis or a neurotic type

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Bishop, Dorothy V. M. "Beyond words: Phonological short-term memory and syntactic impairment in specific language impairment." Applied Psycholinguistics 27, no. 4 (2006): 545–47. http://dx.doi.org/10.1017/s0142716406210397.

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The assessment of nonword repetition in children goes back at least to 1974, when the Goldman–Fristoe–Woodcock Auditory Skills Battery was published, including a subtest (Sound Mimicry) assessing nonword repetition (Goldman, Fristoe, & Woodcock, 1974). Nevertheless, it was not until 20 years later, when Gathercole and Baddeley (1990) reported a study of short-term memory in children with specific language impairment (SLI), that a theoretical framework was developed linking deficits in nonword repetition to impaired language acquisition. Gathercole's Keynote in this issue (2006) tells the s

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Rahmah, Aisyah, and Emy Sudarwati. "“Slowly But Sure”: A Language Deficit of a Child with Down Syndrome." IJDS: Indonesian Journal of Disability Studies 8, no. 02 (2021): 405–21. http://dx.doi.org/10.21776/ub.ijds.2021.008.02.08.

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This is a case study research in this paper reports on findings from the case study (syntactic and morphological) in an individual diagnosed with a genetic disorder, Down Syndrome (DS), that affect language development without getting the help of any official therapists. We perform pragmatic and phonological analyses alongside morphology and syntactic analyses on data collected from studying documents, observation, and interview results. The qualitative descriptive linguistic method is used in this study to provide a detailed description. The result shows some deficits performed by the DS caus

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Weinrich, Michael, Katharina I. Boser, Denise McCall, and Valerie Bishop. "Training Agrammatic Subjects on Passive Sentences: Implications for Syntactic Deficit Theories." Brain and Language 76, no. 1 (2001): 45–61. http://dx.doi.org/10.1006/brln.2000.2421.

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PEROVIC, ALEXANDRA, NADYA MODYANOVA, and KEN WEXLER. "Comprehension of reflexive and personal pronouns in children with autism: A syntactic or pragmatic deficit?" Applied Psycholinguistics 34, no. 4 (2012): 813–35. http://dx.doi.org/10.1017/s0142716412000033.

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ABSTRACTAlthough pragmatic deficits are well documented in autism, little is known about the extent to which grammatical knowledge in this disorder is deficient, or merely delayed when compared to that of typically developing children functioning at similar linguistic or cognitive levels. This study examines the knowledge of constraints on the interpretation of personal and reflexive pronouns, an aspect of grammar not previously investigated in autism, and known to be subject to differential developmental schedules in unimpaired development. Fourteen children with autism (chronological age = 6

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Hernández-Sacristán, Carlos, and Enrique Serra-Alegre. "On the metacognitive dimension of suspended syntactic constructions. A descriptive study on aphasic Spanish speakers." Revista de Investigación en Logopedia 6, no. 1 (2016): 42–69. http://dx.doi.org/10.5209/rlog.58554.

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By taking into consideration conversational outputs from aphasic Spanish speakers, a functional characterisation of suspended syntactic constructions will be provided here. Suspensions of syntactic constructions may be initially thought of as attributed to a language processing deficit in people with aphasia, which is, in fact, only partly the case. An examination of conversational data demonstrates, however, that a comprehensive explanation of syntactic suspensions requires a re-assessment of this phenomenon in the realm of meta-cognitive processes associated with language behaviour. Five gen

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Dwyer, Karen, Anthony S. David, Rosaleen McCarthy, Peter McKenna, and Emmanuelle Peters. "Linguistic alignment and theory of mind impairments in schizophrenia patients' dialogic interactions." Psychological Medicine 50, no. 13 (2019): 2194–202. http://dx.doi.org/10.1017/s0033291719002289.

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AbstractBackgroundImpairments of contextual processing and theory of mind (ToM) have both been offered as accounts of the deviant language characterising formal thought disorder (FTD) in schizophrenia. This study investigated these processes in patients' dialogue. We predicted that FTD patients would show a decrement in linguistic alignment, associated with impaired ToM in dialogue.MethodsSpeech samples were elicited via participation in an interactive computer-based task and a semi-structured interview to assess contextual processing abilities and ToM skills in dialogue, respectively, and fro

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Loeb, Diane Frome, Clifton Pye, Lori Zobel Richardson, and Sean Redmond. "Causative Alternations of Children With Specific Language Impairment." Journal of Speech, Language, and Hearing Research 41, no. 5 (1998): 1103–14. http://dx.doi.org/10.1044/jslhr.4105.1103.

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Alternating verbs to indicate or to relinquish cause requires an understanding of semantic and syntactic knowledge. This study evaluated the ability of children with specific language impairment (SLI) to produce the causative alternation in comparison to age peers and to language peers. The children with SLI were proficient in lexically alternating verbs, yet provided fewer passive and periphrastic constructions and more different verbs and adjectival responses. Overgeneralization error data suggest that the semantic systems of some children with SLI were similar to their age comparisons. Indi

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FRIEDMANN, NAAMA, and RAMA NOVOGRODSKY. "The acquisition of relative clause comprehension in Hebrew: a study of SLI and normal development." Journal of Child Language 31, no. 3 (2004): 661–81. http://dx.doi.org/10.1017/s0305000904006269.

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Comprehension of relative clauses was assessed in 10 Hebrew-speaking school-age children with syntactic SLI and in two groups of younger children with normal language development. Comprehension of subject- and object-relatives was assessed using a binary sentence-picture matching task. The findings were that while Hebrew-speaking children with normal development comprehend right-branching object relatives around the age of 6;0, children with syntactic SLI are still at chance level in object relatives by age 11;0. The four-year-olds were also at chance on object relatives. Comprehension of subj

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Dickerson, B., J. Michaud, R. Hufford, and D. Caplan. "Deficit Lesion Correlation for Syntactic Comprehension Differs as a Function of Task." Procedia - Social and Behavioral Sciences 94 (October 2013): 226–27. http://dx.doi.org/10.1016/j.sbspro.2013.09.112.

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Liceras, J. M., E. Valenzuela, and L. Díaz. "L1/L2 Spanish grammars and the pragmatic deficit hypothesis." Second Language Research 15, no. 2 (1999): 161–90. http://dx.doi.org/10.1191/026765899675128586.

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In recent research on primary (L1) and non-primary (L2) acquisition,special attention has been given to whether syntactic development is subject to a continuity condition. While it has been proposed that the continuity condition applies to both L1 and L2 syntactic growth,the changes that take place in developing grammars have sometimes been attributed to other cognitive systems. Specifically, it has been proposed that child grammars are ‘underspecified’ because they lack a pragmatic principle which determines the range of indices available for establishing verbal and nominal coreference. Accor

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MITSUGI, SANAKO, and BRIAN MACWHINNEY. "The use of case marking for predictive processing in second language Japanese." Bilingualism: Language and Cognition 19, no. 1 (2015): 19–35. http://dx.doi.org/10.1017/s1366728914000881.

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Research on processing in English has shown that verb information facilitates predictive processing. Because Japanese verbs occur at the ends of clauses, this information cannot be used to predict the roles of preceding nominals. Kamide, Altmann and Haywood (2003) showed that native Japanese speakers use case markers to predict forthcoming linguistic items. In the present study, we investigated whether second language learners of Japanese demonstrate such predictive effects when processing sentences containing either the monotransitive or ditransitive constructions. A visual-world paradigm exp

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Franceschina, Florencia. "Morphological or syntactic deficits in near-native speakers? An assessment of some current proposals." Second Language Research 17, no. 3 (2001): 213–47. http://dx.doi.org/10.1177/026765830101700301.

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Lardiere (1998a, 1998b) and Prévost and White (2000b) have proposed that adult second language (L2) learners can in principle acquire native-like syntactic representations of the L2 and that the commonly observed differences between native speakers (NSs) and nonnative speakers (NNSs) are due to the malfunctioning of the morphological module of the grammar or of its interface with the syntactic module. Indeed, they reject the idea that such differences arise as the result of a deficit in the syntax. However, the model of grammar which underlies this proposal is as yet far from clear. To test th

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Hage, Simone Rocha de Vasconcelos, Fernando Cendes, Maria Augusta Montenegro, Dagma V. Abramides, Catarina A. Guimarães, and Marilisa Mantovani Guerreiro. "Specific language impairment: linguistic and neurobiological aspects." Arquivos de Neuro-Psiquiatria 64, no. 2a (2006): 173–80. http://dx.doi.org/10.1590/s0004-282x2006000200001.

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Specific language impairment (SLI) occurs when children present language maturation, at least 12 months behind their chronological age in the absence of sensory or intellectual deficits, pervasive developmental disorders, evident cerebral damage, and adequate social and emotional conditions. The aim of this study was to classify a group of children according to the subtypes of SLI and to correlate clinical manifestations with cortical abnormalities. Seventeen children with SLI were evaluated. Language assessment was based on standardized test (Peabody) and a non-standardized protocol, which in

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HOU, XIAOMING. "Learning two syntactic constructions simultaneously: a case of overshadowing." Language and Cognition 13, no. 3 (2021): 467–93. http://dx.doi.org/10.1017/langcog.2021.10.

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AbstractOvershadowing refers to the reduced learning or expression of the association between a weaker cue and an outcome in the presence of another stronger cue. The present study broadens the scope of investigation in second language acquisition (SLA), which has mainly focused on inflectional morphology, by extending it to learning two Chinese syntactic constructions, namely the Ba-construction and its SVO counterpart. Thirty L2 Chinese learners were first exposed to the target constructions via watching videos, and were then tested for comprehension and production. The results were three-fo

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Perovic, Alexandra. "Syntactic deficit in Down syndrome: More evidence for the modular organisation of language." Lingua 116, no. 10 (2006): 1616–30. http://dx.doi.org/10.1016/j.lingua.2005.05.011.

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Seymour, Harry N., Linda Bland-Stewart, and Lisa J. Green. "Difference Versus Deficit in Child African American English." Language, Speech, and Hearing Services in Schools 29, no. 2 (1998): 96–108. http://dx.doi.org/10.1044/0161-1461.2902.96.

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We propose that shared features (noncontrastive) between African American English (AAE) and Standard American English (SAE) may be more diagnostically salient than features not shared (contrastive) when identifying children of AAE language backgrounds with language disorders. The syntax of child speakers of AAE with language disorders (LD) and child speakers of AAE without language disorders (NLD) were compared. Syntactic features were transcribed from conversational language samples of seven LD and seven NLD children, and these features were classified according to their overlapping relations

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Martínez Almagro, Lucas Jesús, and Lidia Taillefer. "Procesamiento de la contabilidad nominal en cuatro pacientes anglófonos con afasia." HUMAN REVIEW. International Humanities Review / Revista Internacional De Humanidades 19, no. 2 (2023): 1–12. https://doi.org/10.37819/revhuman.v19i2.1670.

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This study investigates nominal countability processing. It presents further evidence in favour of a possible influence of the semantic number in uncountable nouns processing in four patients diagnosed with Broca’s aphasia, whose native language is English. This suggests that the processing of these nouns would be a semantic and syntactic hybrid. Moreover, it corroborates as previous studies, a specific deficit in uncountable nouns grammar.

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Hettiarachchi, Sujeewa, and Acrisio Pires. "Second Language Acquisition of Constraints on WH-Movement by L2 English Speakers: Evidence for Full-Access to Syntactic Features." Languages 7, no. 2 (2022): 134. http://dx.doi.org/10.3390/languages7020134.

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This paper presents results from two experiments on the L2 acquisition of wh-features and relevant constraints (Superiority and Subjacency) by L1 Sinhala–L2 English speakers. Our results from a Truth Value Judgment Task and a Grammaticality Judgment Task with 31 English native controls and 38 Sinhala/English bilinguals show that the advanced adult L2 speakers of English we tested have successfully acquired the uninterpretable wh-Q feature and relevant movement constraints in English, despite the lack of overt wh-movement in L1-Sinhala. These results raise questions for Representational Deficit

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Bishop, D. V. M. "Cognitive Neuropsychology and Developmental Disorders: Uncomfortable Bedfellows." Quarterly Journal of Experimental Psychology Section A 50, no. 4 (1997): 899–923. http://dx.doi.org/10.1080/713755740.

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Cognitive neuropsychology provides a theoretical framework and methods that can be of value in the study of developmental disorders, but the “dissociation” logic at the centre of this approach is not well suited to the developmental context. This is illustrated with examples from specific language impairment. Within the developing language system there is ample evidence for interaction between levels of representation, with modularity emerging in the course of development. This means that one typically is seeking to explain a complex pattern of associated impairments, rather than highly select

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Abrams, Lise, Jennifer R. Dyer, and Donald G. MacKay. "Repetition Blindness Interacts with Syntactic Grouping in Rapidly Presented Sentences." Psychological Science 7, no. 2 (1996): 100–104. http://dx.doi.org/10.1111/j.1467-9280.1996.tb00337.x.

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This study tested for predicted effects of syntax on a repetition deficit (RD) known as repetition blindness, the reduced probability of recall for repeated words in rapid serial visual presentation (RSVP) sentences The syntactic variable was phrase-congruent versus phrase-incongruent grouping within simultaneous RSVP displays With phrase-congruent grouping, each RSVP display contained a syntactic phrase (e g, “to play sports” in the sentence “They wanted to play sports but sports were not allowed”), whereas with phrase-incongruent grouping, RSVP displays contained nonphrases (e g, “sports but

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Wulfeck, Beverly B. "Grammaticality Judgments and Sentence Comprehension in Agrammatic Aphasia." Journal of Speech, Language, and Hearing Research 31, no. 1 (1988): 72–81. http://dx.doi.org/10.1044/jshr.3101.72.

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The relationship between sentence comprehension and grammaticality judgment was examined for both neurologically intact and agrammatic aphasic subjects. Aphasic subjects were able to make grammaticality judgments and comprehension judgments, but were less accurate than healthy control subjects. However, the tasks appeared dissociated for the aphasic subjects: Both the effects of semantic cues and the hierarchy of difficulty of sentence types differed across the two tasks. Further, the findings suggest that not all aspects of morpho-syntactic processing may be equally disrupted in aphasia. The

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Ulandari, Griya Rizqi. "Dampak Penggunaan Alat Permainan Edukatif terhadap Perkembangan Sintaksis Anak Penderita ADHD." Alinea: Jurnal Bahasa, Sastra, dan Pengajaran 13, no. 2 (2024): 151. http://dx.doi.org/10.35194/alinea.v13i2.4072.

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This article will describe the impact of the use of APE on the syntactic development of children, especially children with language disorders, namely Attention Deficit Hyperactivity Disorder or known as ADHD. This study is included in descriptive research with qualitative methods. While the subjects in this study were ADHD children aged 4-7 years. The data in the study were the statements of an informant, namely a teacher with the initials S. The data collection technique used in the study was the interview technique. The results of the study showed that APE had a significant impact on the syn

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Cabrelli Amaro, Jennifer, Gonzalo Campos-Dintrans, and Jason Rothman. "THE ROLE OF L1 PHONOLOGY IN L2 MORPHOLOGICAL PRODUCTION." Studies in Second Language Acquisition 40, no. 3 (2017): 503–27. http://dx.doi.org/10.1017/s0272263117000122.

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AbstractThis study considers the role of L1 phonological influence in L2 English past tense morphology production by native speakers of Spanish, Mandarin, and Japanese. While these L1s share similar phonological restrictions on consonant cluster formation needed for English past tense morphology, differences arise in L1 syntax (only Mandarin lacks syntactic past) and L1 prosodic structure (only Japanese has English-equivalent structure). Aggregate analyses indicate that an L1 English control group outperforms all L2 groups in oral suppliance of past tense morphology. Results therefore reveal t

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Friedmann, Naama, and Rama Novogrodsky. "Is the movement deficit in syntactic SLI related to traces or to thematic role transfer?" Brain and Language 101, no. 1 (2007): 50–63. http://dx.doi.org/10.1016/j.bandl.2006.09.006.

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Cooper, Judith A., and Charles R. Flowers. "Children with a History of Acquired Aphasia." Journal of Speech and Hearing Disorders 52, no. 3 (1987): 251–62. http://dx.doi.org/10.1044/jshd.5203.251.

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Fifteen children and adolescents with a history of acquired aphasia were administered a battery of language and academic tests, 1–10 years postonset. As a group, these children performed significantly more poorly than non-brain-injured subjects on the language measures, with deficits in word, sentence, and paragraph comprehension; naming; oral production of complex syntactic constructions; and word fluency. One particular language deficit or cluster of deficits did not characterize the group as a whole. For individual brain-injured subjects, language deficits ranged from no or only mild impair

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DiDonato Brumbach, Andrea C., and Lisa Goffman. "Interaction of Language Processing and Motor Skill in Children With Specific Language Impairment." Journal of Speech, Language, and Hearing Research 57, no. 1 (2014): 158–71. http://dx.doi.org/10.1044/1092-4388(2013/12-0215).

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Purpose To examine how language production interacts with speech motor and gross and fine motor skill in children with specific language impairment (SLI). Method Eleven children with SLI and 12 age-matched peers (4–6 years) produced structurally primed sentences containing particles and prepositions. Utterances were analyzed for errors and for articulatory duration and variability. Standard measures of motor, language, and articulation skill were also obtained. Results Sentences containing particles, as compared with prepositions, were less likely to be produced in a priming task and were long

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Garraffa, Maria, Moreno I. Coco, and Holly P. Branigan. "Impaired implicit learning of syntactic structure in children with developmental language disorder: Evidence from syntactic priming." Autism & Developmental Language Impairments 3 (January 2018): 239694151877993. http://dx.doi.org/10.1177/2396941518779939.

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Background and aims Implicit learning mechanisms associated with detecting structural regularities have been proposed to underlie both the long-term acquisition of linguistic structure and a short-term tendency to repeat linguistic structure across sentences (structural priming) in typically developing children. Recent research has suggested that a deficit in such mechanisms may explain the inconsistent trajectory of language learning displayed by children with Developmental Learning Disorder. We used a structural priming paradigm to investigate whether a group of children with Developmental L

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Liszka, Sarah Ann. "Advanced grammars and pragmatic processes." EUROSLA Yearbook 6 (July 20, 2006): 79–99. http://dx.doi.org/10.1075/eurosla.6.07lis.

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This study starts by testing the assumption that with access to the full range of properties of the language faculty, L2 learners are ultimately successful in assigning target-like meanings to overt forms. A further assumption that can be (implicitly) drawn from this assumption is that L2 pragmatic processes are native-like at Logical Form (in Relevance-theoretic terms, Sperber and Wilson 1986/95). The study focuses on the L2 acquisition of the distributional and interpretational properties of the English present simple (e.g. I cycle to work) and the English present progressive (e.g. I’m cycli

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RICHES, NICK G. "Complex sentence profiles in children with Specific Language Impairment: Are they really atypical?" Journal of Child Language 44, no. 2 (2016): 269–96. http://dx.doi.org/10.1017/s0305000915000847.

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AbstractChildren with Specific Language Impairment (SLI) have language difficulties of unknown origin. Syntactic profiles are atypical, with poor performance on non-canonical structures, e.g. object relatives, suggesting a localized deficit. However, existing analyses using ANOVAs are problematic because they do not systematically address unequal variance, or fully model random effects. Consequently, a Generalised Linear Model (GLM) was used to analyze data from a Sentence Repetition (SR) task involving relative clauses. seventeen children with SLI (mean age 6;7), twenty-one Language Matched (

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Costa, João, and Mara Moita. "Movimento X0 em crianças com implante coclear: evidência para défice sintático em casos de input tardio." Revista da Associação Portuguesa de Linguística, no. 2 (October 31, 2016): 205–34. http://dx.doi.org/10.26334/2183-9077/rapln2ano2016a9.

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Orally trained hearing impaired children with hearing aids and cochlear implants show general syntactic deficit in constructions involving movement (passives, wh-questions and relative clauses) as a result of their late exposure to linguistic input (Friedmann & Szterman, 2006). In this paper, we explore XP movement in wh-questions and X0 movement in verbal answers and in clitic production in cochlear implanted children’s spontaneous speech. The results show that these children have no problems with wh- movement but show difficulties with X0 movement, revealing a possible difficulty with a

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Rothman, Jason, Tiffany Judy, Pedro Guijarro-Fuentes, and Acrisio Pires. "ON THE (UN)-AMBIGUITY OF ADJECTIVAL MODIFICATION IN SPANISH DETERMINER PHRASES." Studies in Second Language Acquisition 32, no. 1 (2010): 47–77. http://dx.doi.org/10.1017/s0272263109990258.

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This study contributes to a central debate within contemporary generative second language (L2) theorizing: the extent to which adult learners are (un)able to acquire new functional features that result in a L2 grammar that is mentally structured like the native target (see White, 2003). The adult acquisition of L2 nominal phi-features is explored, with focus on the syntactic and semantic reflexes in the related domain of adjective placement in two experimental groups: English-speaking intermediate (n= 21) and advanced (n= 24) learners of Spanish, as compared to a native-speaker control group (

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Liszka, Sarah A. "Exploring the effects of first language influence on second language pragmatic processes from a syntactic deficit perspective." Second Language Research 20, no. 3 (2004): 212–31. http://dx.doi.org/10.1191/0267658304sr238oa.

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Explaining the persistent optional use of overt forms of certain grammatical properties in adult second language acquisition (SLA) raises the question of whether or not such difficulties are directly attributable to first language (L1) influence. Using Sperber and Wilson’s Relevance Theoretic framework (1986/95), this paper considers how a grammatical deficit could contribute to non-native-like pragmatic processing at the level of explicature formation=recovery, on the assumption that the decoding of grammatical knowledge at logical form initiates the pragmatic development required for explica

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Friederici, Angela D., and Kerry Kilborn. "Temporal Constraints on Language Processing: Syntactic Priming in Broca's Aphasia." Journal of Cognitive Neuroscience 1, no. 3 (1989): 262–72. http://dx.doi.org/10.1162/jocn.1989.1.3.262.

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This study tests the hypothesis that agrammatic comprehension is due to a computational rather than a structural language deficit. It is claimed that grammatic Broca's aphasics do not meet the temporal constraints in the activation of different types of linguistic information necessary for normal parsing. These temporal constraints are investigated in two experiments using a crossmodal syntactic priming paradigm. Each experiment tests the effect on recognition of grammatical versus ungrammatical links between an auditory sentence fragment (the prime) and a visually presented word (the target).

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Nikonova, N. A., Y. B. Pavlova, K. K. Danilina, K. R. Salimova, and E. Y. Davydova. "Building Academic Reading Skills in Children with ASD Using the Author’s Method “Speaking Skills”." Autism and Developmental Disorders 20, no. 4 (2022): 26–38. http://dx.doi.org/10.17759/autdd.2022200403.

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<p style="text-align: justify;">Speech deficits in autism spectrum disorders (ASD) can be observed at child&rsquo;s early development in the form of a deficit in understanding addressed speech, abnormal prelinguistic development, and deficits in the communicative sphere. These factors further prevent children with ASD from successful building reading skills. With all the variety of reading difficulties in children with ASD, reading comprehension problems are the most common. At the same time, it has been repeatedly shown that the deficit in reading comprehension is based on the defic

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