Comparison of Grammar of Children with Functionally Deviant and Normal Speech

Menyuk, Paula

doi:10.1044/jshr.0702.109

Cited by 144 publications

(61 citation statements)

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“…Studies focusing on the cognitive capacities of the child have stressed constraints in these capacities, pointing to limitations on memory, production and processing capacity, and computational ability (Bloom, 1970;Menyuk, 1964Menyuk, , 1977Ervin-Tripp, 1970;Cromer, 1974;Mehler, 1971). Again, the central question arises of how these general cognitive limitations explain how a child acquires language.…”

Section: Cognitive Explanationsmentioning

confidence: 99%

Dissociations between language and cognition: Cases and implications

Curtiss

1981

J Autism Dev Disord

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A n important issue for the cognitive sciences is whether grammar is to THE ISSUESA central question of linguistic theory remains essentially unanswered, namely, how does a child acquire language? This question involves several key issues: issues concerning the quality and quantity of input necessary for language acquisition to occur, and issues concerning the nature of the neuropsychological and cognitive abilities the child must bring to the language-learning task. Researchers addressing these issues have postulated constraints on the linguistic input to the child, on the cognitive capacity of the child, or both, thereby theoretically reducing the necessary complexity of the acquisition process.

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Section: Cognitive Explanationsmentioning

confidence: 99%

Dissociations between language and cognition: Cases and implications

Curtiss

1981

J Autism Dev Disord

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“…Elicited Imitation has been used to evaluate language proficiency in three areas: i) child language research (Dailey & Boxx, 1979;Fraser, Bellugi, & Brown, 1963;Lust, Flynn, & Foley, 1996;Slobin & Welsh, 1973), ii) neuropsychological research (Menyuk, 1964), and iii) second language research (Bley-Vroman & Chaudron, 1994;Gallimore & Tharp, 1981;Hamayan, Saegert, & Larudee, 1977;Munnich, Flynn, & Martohardjono, 1994;Naiman, 1974). In Elicited Imitation (henceforth referred to as EI) a participant is usually presented with a spoken string and is asked to repeat the utterance as exactly as possible.…”

Section: Elicited Imitationmentioning

confidence: 99%

L1 Shapes L2 Auditory Representation Elicited Imitation of Arabic-Speaking Learners of English

Aquil¹

2012

IJALEL

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L1 interference plays a major role in second language acquisition, as evidenced by empirical studies (Kellerman & Sharwood Smith, 1986). The interference could result from a learner's conscious or unconscious judgment that some linguistic features in L1 and L2 are similar (Odlin, 1989), particularly in phonology (MacKain, Best, & Strange, 1981). This paper reports on two experiments using Elicited Imitation and Reading Tasks to investigate whether L1, Cairene Arabic prosodic strategy of epenthesis to break up consonant clusters is transferred to the participants' English output. Results of Experiment A showed that epenthesis took place more in reading than in repetition, as tested by the Elicited Imitation and Reading Tasks. Mimicking was suspected to be behind the results. To control for mimicking, a second experiment (Experiment B) was conducted following the same design, but with the addition of a familiarity task to ensure that the participants knew and understood the words of an utterance and did not just mimic them. Results of Experiment B showed that epenthesis instances were the same in repetition as in reading. Epenthesis of a vowel to break consonant clusters suggests that participants of the study reconstructed the utterances based not only on how English words are stored in their mental representation, but also on Cairene Arabic syllable structure rules. This study, through the usage of Elicited Imitation Task, is able to tap into L2 Arabic speaking learners' auditory mental representation of L2 input and demonstrate the influence of L1 transfer.

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“…2) comprehension skills exceeding ·expressive skills (Sievers and Essa, 1961;Stra~zula, 1966;Cornwall, 1974;Naremore and Dever, 1975); 3) delay of onset of speech and language development (Karlin and Strazzula, 1952;McCarthy, 1964;Jordan, 1966); 4) syntax and morphological skills below age expectations (Brown and Berko, 1960;. Menyuk, 1964;Palermo, and Jenkins, 1964); 5) significantly lower levels of performance in skills of categorization and concept usage (Stephens, 1963;Blount, 1967); 6) limited ability to use abstract language (Karlin and Strazzula, 1952;Strazzula, 1966;Jordan, 1967); and 7) general developmental lags in language development and/or disordered language development (Wewetzer, 1959;Spreen, 1965;Semmel et al, 1968).…”

Section: Language Of the Retardedmentioning

confidence: 99%

A comparative study of the expressive preposition usage of educable mentally retarded children and normals

Shope

2000

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The importance of .successful usage of prepositions to the social, communicative, and academic achievement of the school age child has been documented in the literature. Information on language skills of educable mentally· retarded (EMR) children is of special concern because they represent the sub-group o~ mentally deficient individuals most likely to interact and participa'te in academic settings and community life.The purpose of this study was to investigate·which of 26 prepositions are acquired expressively by.educable mentally retarded children.This study was designed to 'determine i f there was a significant difference between the number of prepo.sitions expressed by an EMR sample and those expressed by normals of similar mental age, and if the same prepositions were used by the two groups at given mental ages. The correlation between chronological age and the number of prepositions expressed by the EMR population was also inves'tigated.2 Thirty-twQ subjects in two mental age groupings participated in this study. At mental age six years (± three months), eigh.t EMR subjects and eight normals were selected. Eight individu~ls also comprised both groups at mental· age eight years(± three months). The Hustead Expre~sive Preposition Test, (HEPT) (Hustead, 1978) was administered to all .subjects.Results showed no statistically significant difference between the EMR ana normal groups at.either mental age in the number of prepositions expressed, i.e., the EMR students general~y were found 'to express the ·same number of prepositio~s as normals of similar mental ages. A moderate correlation between chronological age and the numb~r of prepo-· sitions express~d by the EMR subjects was evident, suggesting experience and maturation could be related to the number of prepositions expressed; however, this relationship could be attributed in part to the older mental age of the children of older chronological age.Comparison of the prepositions used by both groups at mental ages six and eight years revealed more similarities· than dif fere~ces.Generally, the same prepo~itions were used by .the subjects in the control and EMR groups at each mental age. Prepositions were found to develop similarly in number and type for both groups. Results of this study thus tend to indicate a "developmental lag" in usage of prepositions rather than a qualitative or disordered development.3

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Comparison of Grammar of Children with Functionally Deviant and Normal Speech

Cited by 144 publications

References 0 publications

Dissociations between language and cognition: Cases and implications

Dissociations between language and cognition: Cases and implications

L1 Shapes L2 Auditory Representation Elicited Imitation of Arabic-Speaking Learners of English

A comparative study of the expressive preposition usage of educable mentally retarded children and normals

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