PMID: 9187060Mar 1, 1997Paper

Binding theory and grammatical specific language impairment in children

Cognition
Heather K J van der Lely, L Stollwerck

Abstract

This study investigates the intrasentential assignment of reference to pronouns (him, her) and anaphors (himself, herself) as characterized by Binding Theory in a subgroup of "Grammatical specifically language-impaired" (SLI) children. The study aims to (1) provide further insight into the underlying nature of Grammatical SLI in children and (2) elucidate the relationship between different sources of knowledge, that is, syntactic knowledge versus knowledge of lexical properties and pragmatic inference in the assignment of intrasentential coreference. In two experiments, using a picture-sentence pair judgement task, the children's knowledge of the lexical properties versus syntactic knowledge (Binding Principles A and B) in the assignment of reflexives and pronouns was investigated. The responses of 12 Grammatical SLI children (aged 9:3 to 12:10) and three language ability (LA) control groups of 12 children (aged 5:9 to 9:1) were compared. The results indicated that the SLI children and the LA controls may use a combination of conceptual-lexical and pragmatic knowledge (e.g., semantic gender, reflexive marking of the predicate, and assignment of theta roles) to help assign reference to anaphors and pronouns. The LA controls also...Continue Reading

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Citations

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