Lexical-semantic immaturities manifesting as grammatical disorders: Evidence from a child language sample

Mok, Zaneta; Kipka, Peter

doi:10.3109/02699200903242970

Cited by 4 publications

(3 citation statements)

References 15 publications

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“…Words provide the foundation for human thought (Sapir, ; Waxman & Leddon, ; Whorf, ). These fundamental linguistic units are essential for conveying communicative intent, establishing categorical concepts (Booth & Waxman, ; Fulkerson & Waxman, ), acquiring the syntax of one's native language (Gillette, Gleitman, Gleitman, & Lederer, ; Mok & Kipka, ), developing early literacy skills (Spencer, Kaschak, Jones, & Lonigan, ), and participating in social routines. For many parents, the production of their child's first word is cause for celebration.…”

Section: Introductionmentioning

confidence: 99%

Semantic richness and word learning in children with autism spectrum disorder

Gladfelter

Goffman

2017

Developmental Science

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Semantically rich learning contexts facilitate semantic, phonological, and articulatory aspects of word learning in children with typical development (TD). However, because children with autism spectrum disorder (ASD) show differences at each of these processing levels, it is unclear whether they will benefit from semantic cues in the same manner as their typical peers. The goal of this study was to track how the inclusion of rich, sparse, or no semantic cues influences semantic, phonological, and articulatory aspects of word learning in children with ASD and TD over time. Twenty-four school-aged children (12 in each group), matched on expressive vocabulary, participated in an extended word learning paradigm. Performance on five measures of learning (referent identification, confrontation naming, defining, phonetic accuracy, and speech motor stability) were tracked across three sessions approximately one week apart to assess the influence of semantic richness on extended learning. Results indicate that children with ASD benefit from semantically rich learning contexts similarly to their peers with TD; however, one key difference between the two groups emerged - the children with ASD showed heightened shifts in speech motor stability. These findings offer insights into common learning mechanisms in children with ASD and TD, as well as pointing to a potentially distinct speech motor learning trajectory in children with ASD, providing a window into the emergence of stereotypic vocalizations in these children.

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Section: Introductionmentioning

confidence: 99%

Semantic richness and word learning in children with autism spectrum disorder

Gladfelter

Goffman

2017

Developmental Science

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“…Potential usage of the database in investigating the form-content interface in language acquisition of young children According to Bloom (1991), young children acquire syntax and semantics together to lay the foundations of early expressions, and these two domains interact in a bidirectional manner to regulate the acquisition in early child language (Mok and Kipka, 2009). As mentioned, a certain form can be used to express various semantic content categories while an individual semantic content category can also be expressed with different forms.…”

Section: Acquisition Of Semantic Content Categories and The Underlyin...mentioning

confidence: 99%

“…It was suggested that they first acquire the syntax of simple sentences to express a core of simple meanings, and subsequently the syntax of complex sentences in order to express the relational meanings between different propositions conveyed by the simple sentences. More recently, a growing body of literature on the integral role of semantic knowledge in child syntax acquisition has also been reported (Pérez-Leroux et al, 2008;Mok and Kipka, 2009). Given the importance mentioned above, it will be invaluable to examine the role of semantic content in the acquisition of early expressions in children.…”

Section: Introductionmentioning

confidence: 99%

Corpus of Mandarin Child Language: a preliminary study on the acquisition of semantic content categories in Mandarin-speaking preschoolers

Tang,

Lau,

Leung

2023

Front. Psychol.

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In studying language acquisition in children, sizable research studies have been focusing on the investigation of form and lexical semantics. This study aims to establish a child language database annotated both syntactically with part of speech and semantically with semantic content category to supplement the study of child language acquisition in the semantic domain beyond lexical level. The Corpus of Mandarin Child Language (CMCL) that documented the production of different semantic content categories by Mandarin-speaking children was established. Naturalistic language samples of 82 native Mandarin-speaking children aged 25–60 months, divided into three age groups, were obtained. The corresponding semantic content categories coded in each utterance were tagged according to previous studies, in addition to the annotations of part of speech. MLU and lexical diversity were examined and the usage and acquisition of different semantic content categories were also analyzed. The results regarding syntactic complexity and lexical diversity replicated the typical language acquisition pattern from previous studies, which supported the validity of the data obtained in the CMCL. To investigate the trajectory of acquisition of various semantic content categories by age, a 90% acquisition criterion was used. Our findings regarding the acquisition order of semantic content category were basically in line with previous studies in general, with some minor differences. This acquisition order observed is largely explained by the cognitive and syntactic complexity associated with the semantic content category, with additional influence from language specific properties and cultural specific factors of Mandarin. In addition, with the tags in both part-of-speech and semantic content category, the CMCL potentially provides a platform for examining the form-content interface in early child language acquisition, which also implies significantly on the theoretical and clinical ground.

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Metacognitive verb production in adolescents: The link to complex syntax

Nippold

Vigeland

Frantz-Kaspar

2017

Clinical Linguistics & Phonetics

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Metacognitive verbs (MCVs) such as believe, know and think allow a speaker to describe the thoughts, feelings and perspectives of the self and others. As such, these words reflect the speaker's awareness of differing mental events and activities, or Theory of Mind (ToM). This study investigated the use of MCVs in adolescents with typical language development in relation to the production of complex sentences. It was of interest to determine the frequency with which adolescents used MCVs and to explore the links between MCVs and different types of subordinate clauses. Language samples that had been collected during previous research involving fables were examined. The results indicated that adolescents frequently used MCVs, particularly during a critical-thinking task, and that MCVs were associated with the production of complex sentences containing various types of subordinate clauses. This information may be useful to speech-language pathologists in their work with adolescents who have language impairments.

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Lexical-semantic immaturities manifesting as grammatical disorders: Evidence from a child language sample

Cited by 4 publications

References 15 publications

Semantic richness and word learning in children with autism spectrum disorder

Semantic richness and word learning in children with autism spectrum disorder

Corpus of Mandarin Child Language: a preliminary study on the acquisition of semantic content categories in Mandarin-speaking preschoolers

Metacognitive verb production in adolescents: The link to complex syntax

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