Learn More
A critical clinical issue is the identification of a clinical marker, a linguistic form or principle that can be shown to be characteristic of children with Specific Language Impairment (SLI). In this paper we evaluate, as candidate clinical markers, a set of morphemes that mark Tense. In English, this includes -s third person singular, -ed regular past,(More)
English-speaking children with specific language impairment (SLI) are known to have particular difficulty with the acquisition of grammatical morphemes that carry tense and agreement features, such as the past tense -ed and third-person singular present -s. In this study, an Extended Optional Infinitive (EOI) account of SLI is evaluated. In this account,(More)
UNLABELLED We analyzed genetic linkage and association of measures of language, speech and reading phenotypes to candidate regions in a single set of families ascertained for SLI. Sib-pair and family-based analyses were carried out for candidate gene loci for Reading Disability (RD) on chromosomes 1p36, 3p12-q13, 6p22, and 15q21, and the speech-language(More)
A plural elicitation task and a nominal compounding task were administered to a group of children with SLI and two groups of normally developing children, an age-equivalent group (CA) and a language-equivalent group (MLU). Across tasks, differences between the CA and SLI groups were significant, but differences between the MLU and SLI groups were not. These(More)
The fast mapping skills of language-delayed 5-year-old children were investigated. Children viewed a video presentation in which four kinds of unfamiliar words (object, action, attribute, and affective state) were incorporated into a narrative script. The pre- and postviewing comprehension of the targeted words was measured. The language-delayed children(More)
Children with specific language impairment (SLI) are known to have limited lexicons. Previous studies implicate a possible processing problem, in the form of a limited ability to comprehend new words in settings that require Quick Incidental Learning (QUIL). This study investigates further the factors contributing to limited QUIL by examining the effects of(More)
cells to whole organisms, there is a time to grow and a time to proliferate; a time to keep silent and a time to express; a time to change and a time to refrain from transformation. But where are the cellular and organismal timepieces and how do they mark off time and keep the myriad physiological events in sync? —Purnell (2003, p. 325) The prior quote is(More)
The present study employs event related potentials (ERPs) to verify the utility of using electrophysiological measures to study developmental questions within the field of language comprehension. Established ERP components (N400 and P600) that reflect semantic and syntactic processing were examined. Fifteen adults and 14 children (ages 8-13) processed(More)
Errata Foreword Page xiii, first paragraph, " bare witness " should be " bear witness " Page xxi, last paragraph, " You know who you. " should be " You know who you are. " Chapter 1 Page 3, second new paragraph, " Pittsburg " should be " Pittsburgh " Page 9, The end of the second lines reads, " … signal sideband AM. " This should be " … single sideband AM.(More)
PURPOSE The primary objectives of this study were to determine the prevalence of late language emergence (LLE) and to investigate the predictive status of maternal, family, and child variables. METHOD This is a prospective cohort study of 1,766 epidemiologically ascertained 24-month-old singleton children. The framework was an ecological model of child(More)