Browsing by Subject "Morphosyntax"

Now showing 1 - 2 of 2
  • Thumbnail Image
    Item
    Do you hear what I hear? An analysis of the relationship between phonological processing and grammar
    (2016-05) Akolkar, Ryann Elizabeth; Bedore, Lisa M.; Pena, Elizabeth
    This study evaluated how phonological working memory, as measured by a nonword repetition task, relates to children's ability to produce grammatical structures after hearing a model in a grammatical priming experimental paradigm. Secondary questions examined the relationship between the ability to be primed for modeled grammatical structures and performance on measures of morphosyntax knowledge, as well as the relationship between phonological working memory and grammatical production. Sixty-nine bilingual Spanish-English children with and without language impairment were included in the bi-variate correlation analyses. Results indicated a very weak and non-significant correlation between grammatical priming and nonword repetition, a moderate and significant positive correlation between morphosyntax and grammatical priming, and a small and significant positive correlation between morphosyntax and nonword repetition.
  • Thumbnail Image
    Item
    Evaluating morphosyntactic differences in narrative re-tell tasks between bilingual children with and without language impairment using computational methods
    (2017-05) Dowd, Erin Adams; Bedore, Lisa M.
    The diversity of linguistic backgrounds and second-language competencies of Spanish-English bilingual school-age children present challenges for accurately diagnosing and treating language impairment. Narrative re-tell samples from Peña, Gillam, & Bedore (2014) were analyzed in two groups of 21 matched language-impaired and typically developing children, aged 4-7 years old attending school in central Texas. Transcribed methods included a custom extension of the Natural Language Processing Toolkit in Python and the IPSYN analytical function in CLAN (MacWhinney, 2000). From these analyses, the complexity and linguistic diversity of nested –ing verb phrases and IPSYN scores were compared across groups. Language-impaired children made significantly more errors in auxiliary verb use, had less diverse vocabulary, and had lower syntactic complexity scores than their typically developing counterparts.