Sammanfattning
Background: In this study we explore if the single domain thesis for adjectives is relevant for children with language impairment (LI). The thesis predicts that if one word from a domain is learned during a
certain period, other words from the same domain are more likely to be learned during roughly the same period. Given that the two words in antonym pairs belong to the same semantic domain the
assumption is that children are more likely to master both or none of the words than to master only one.
The thesis also predicts that children learn to speak about different semantic domains in roughly the same order. In an earlier study on antonym production in children with typical language development
(TLD) support was found for these hypotheses. LI often includes lexical/semantic problems, children with LI tend to have smaller and less well organized vocabularies than controls, although this aspect of language is less explored than form aspects.
Aim: To test if the likelihood for knowing both or none versus only one word in an antonym
pair is similar to that found for children with TLD, and whether the order of acquisition of the domains tested is the same for children with LI as found for children with TLD. We also investigate whether antonym production is associated with other aspects of language ability.
Method: Children with LI (n = 27) aged 3;9-7;4 were compared to 3-year-olds (n = 17) and 5-year-olds (n = 19) with TLD. The assessment included the antonym game where the children were
given an adjective and were asked to provide its antonym. Phonological short-term memory, language comprehension and grammatical production were also assessed.
Results: Preliminary analyses indicate that the likelihood for knowing both or none in a pair is similar for children with and without LI. Furthermore, children with LI learn the adjectives in roughly
the same order as controls. Performance on the antonym test was associated with the severity of LI.
Antonym test performance correlated strongly with language comprehension and grammatical production and moderately with phonological short-term memory.
Conclusion: The results confirm the single domain thesis for children with LI. Antonym
comprehension and production could offer a theoretical basis for the development of assessment instruments and form a basis in intervention planning for lexical difficulties.
certain period, other words from the same domain are more likely to be learned during roughly the same period. Given that the two words in antonym pairs belong to the same semantic domain the
assumption is that children are more likely to master both or none of the words than to master only one.
The thesis also predicts that children learn to speak about different semantic domains in roughly the same order. In an earlier study on antonym production in children with typical language development
(TLD) support was found for these hypotheses. LI often includes lexical/semantic problems, children with LI tend to have smaller and less well organized vocabularies than controls, although this aspect of language is less explored than form aspects.
Aim: To test if the likelihood for knowing both or none versus only one word in an antonym
pair is similar to that found for children with TLD, and whether the order of acquisition of the domains tested is the same for children with LI as found for children with TLD. We also investigate whether antonym production is associated with other aspects of language ability.
Method: Children with LI (n = 27) aged 3;9-7;4 were compared to 3-year-olds (n = 17) and 5-year-olds (n = 19) with TLD. The assessment included the antonym game where the children were
given an adjective and were asked to provide its antonym. Phonological short-term memory, language comprehension and grammatical production were also assessed.
Results: Preliminary analyses indicate that the likelihood for knowing both or none in a pair is similar for children with and without LI. Furthermore, children with LI learn the adjectives in roughly
the same order as controls. Performance on the antonym test was associated with the severity of LI.
Antonym test performance correlated strongly with language comprehension and grammatical production and moderately with phonological short-term memory.
Conclusion: The results confirm the single domain thesis for children with LI. Antonym
comprehension and production could offer a theoretical basis for the development of assessment instruments and form a basis in intervention planning for lexical difficulties.
| Bidragets översatta titel | Antomyner hos barn med språkstörning - applikation av semantisk domänteori |
|---|---|
| Originalspråk | engelska |
| Status | Published - 2016 |
Ämnesklassifikation (UKÄ)
- Jämförande språkvetenskap och lingvistik