|
|
|
SRCLD Presentation Details
|
|
| |
|
| |
|
|
|
| |
|
Clitic doubling and clitic placement in Spanish-speaking children with specific language impairment |
|
|
|
|
|
|
|
|
|
|
|
|
|
Gabriela Simon-Cereijido - SDSU/UCSD
|
Vera Gutierrez-Clellen - SDSU
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
| SRCLD Year: |
2005 |
| Presentation Type: |
Poster Presentation |
| Presentation Time: |
(na) |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
| - Language Impairment, 0-5 |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
Spanish monolingual and bilingual speakers with specific language impairment (SLI) have shown deficits in clitic production in spontaneous language and elicited tasks However, it is unknown whether these difficulties relate to general problems of clitic knowledge or deficits with coordination of specific grammatical and pragmatic constraints. Clitic doubling (CD) and clitic climbing (CC) are two clitic-verb constructions that demand increased grammatical and pragmatic proficiency. This study aimed to determine whether children with SLI have significantly more difficulties with CD and CC compared to their peers. Thirty typically developing children and 30 children with SLI matched by age (mean: 64 months) produced narratives based on wordless picture books, which were coded for CD, infinitival clauses and CC. The findings indicate that children with SLI use CC and CD less frequently than their peers. However, only CD appeared to present significant difficulty. The observed problems with clitics could not be attributed to insufficient knowledge of the clitic system but to a limited capacity to coordinate grammatical and pragmatic constraints in complex contexts. |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|