LEARNING DISABLED CHILDRENS DERIVATIONAL MORPHOLOGY

学习残疾儿童的衍生形态学

• 批准号: 2127741
• 负责人: JENNIFER A WINDSOR
• 金额: $ 9.83万
• 依托单位: UNIVERSITY OF MINNESOTA
• 依托单位国家: 美国
• 财政年份: 1994
• 资助国家: 美国
• 起止时间: 1994-09-01 至 1999-08-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/2127741
• 关键词: adolescence (12-20); audiotape; child with disability; computer data analysis; human subject; language disorders; learning disorders; middle childhood (6-11); neural information processing; performance; semantics; speech; stimulus /response; videotape /videodisc

Children with language-learning disabilities (hereafter termed LD children) experience a wide range of academic difficulties, many of which are based on their spoken language skills. As a group, LD children have more difficulty with spoken phonology and morpho-syntax than with semantics. One major theoretical perspective, is that relative to children with typical language, LD children have limited resources for processing language. When processing limitations are exceeded, language performance is impaired. The long-term objective of the proposed research is to test the hypothesis that phonology and syntax present greater processing demands for LD children than semantics. Acquisition of derivational morphology (e.g., deriving lightness, lighten, and lightly from light) involves processing a complex intersection of phonological, syntactic, and semantic constraints. Thus, it provides a very rich avenue for exploring the processing of these language domains and the relative contribution of each domain to overall skill in language. Specifically, it is hypothesized that LD children are better able to process semantic aspects of derivational morphology than phonological and syntactic aspects. This hypothesis is tested in a series of experiments that investigate production and comprehension of each language domain in isolation and each domain as it interacts with each of the other two domains. The experiments provide converging evidence for the hypothesis from lexical decision, sentence completion, and word analysis tasks. In order to accurately interpret the LD children's performance, their performance is compared with language-normal (LN) children of the same age and also with LN children with the same language skills.

语言学习障碍的孩子（以下称为LD 儿童）经历了广泛的学术困难，其中许多 基于他们的语言技能。 作为一个小组，孩子有 口语语音和形态词法的难度比 语义。 一个主要理论观点是相对于 有典型语言的孩子，LD儿童的资源有限 处理语言。 超过处理限制时，语言 性能受损。 拟议研究的长期目标 是为了检验语音和语法更大的假设 对LD儿童的处理需求比语义学。 衍生形态的获取（例如，衍生浅色，亮， 轻轻地从光线发出）涉及处理一个复杂的交点 语音，句法和语义约束。 因此，它提供了 探索这些语言领域处理的非常丰富的途径 以及每个领域对语言整体技能的相对贡献。 具体而言，假设LD孩子能够更好地 衍生形态的过程语义方面，而不是语音和语音 句法方面。 在研究的一系列实验中测试了这一假设 孤立的每个语言领域的生产和理解 域与其他两个域相互作用时。 这 实验提供了词汇假设的融合证据 决策，句子完成和单词分析任务。 为了 准确地解释LD儿童的表现，他们的表现是 与同年龄的语言正常（LN）儿童相比 具有相同语言技能的孩子。