Verb Argument Structure in Children with SLI: Evidence from Eye-Tracking

Autor/in	Andreu, Llorenc
Titel	Verb Argument Structure in Children with SLI: Evidence from Eye-Tracking
Quelle	In: Language Acquisition: A Journal of Developmental Linguistics, 18 (2011) 2, S.136-138 (3 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1048-9223
Schlagwörter	Grammar; Sentences; Semantics; Verbs; Eye Movements; Language Impairments; Language Processing; Adults; Children; Visual Stimuli; Task Analysis; Role; Language Acquisition + Suchen Sie Ihr Suchwort? Grammatik; Sentence analysis; Satzanalyse; Semantik; Augenbewegung; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Sprachverarbeitung; Child; Kind; Kinder; Aufgabenanalyse; Rollen; Sprachaneignung; Spracherwerb
Abstract	Despite the problems found in relation to verbs, to date there have been few studies on the online processing of verb argument structure in children with Specific Language Impairment (SLI). This work explores the role of verb semantics and specifically verb argument structure in language comprehension and language production. To carry out the research, researchers selected four different groups to sample: adults, children with SLI (ages 5;03-8;02), age-matched controls, and mlu-w controls (ages 3;03-7;01). The work comprises six studies based on the Visual World Paradigm (Tanenhaus et al. 1995) that includes the recording of eye movements while people watch different visual scenes with the aim of understanding or producing different words or simple associated sentences. Four of the studies explore language comprehension and the other two language production. (ERIC).
Anmerkungen	Psychology Press. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10