Syntactic comprehension and working memory in children with specific language impairment, autism or Down syndrome

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Arquivos
art_FORTUNATO-TAVARES_Syntactic_comprehension_and_working_memory_in_children_with_2015.PDF (1.22 MB)
Citações na Scopus
30
Tipo de produção
article
Data de publicação
2015
DOI
Scopus
Web of Science
PubMed
Título da Revista
ISSN da Revista
Título do Volume
Editora
INFORMA HEALTHCARE
Autores
SCHWARTZ, Richard G.
Citação
CLINICAL LINGUISTICS & PHONETICS, v.29, n.7, p.499-522, 2015
Projetos de Pesquisa
Unidades Organizacionais
Fascículo
Resumo
This study examined syntactic assignment for predicates and reflexives as well as working memory effects in the sentence comprehension of children with Specific Language Impairment (SLI), Down syndrome (DS), high functioning Autism (HFA) and Typical Language Development (TLD). Fifty-seven children (35 boys and 22 girls) performed a computerised picture-selection sentence comprehension task. Predicate attachment and reflexive antecedent assignment (with working memory manipulations) were investigated. The results showed that SLI, HFA and DS children exhibited poorer overall performance than TLD children. Children with SLI exhibited similar performance to the DS and HFA children only when working memory demands were higher. We conclude that children with SLI, HFA and DS differ from children with TLD in their comprehension of predicate and reflexive structures where the knowledge of syntactic assignment is required. Working memory manipulation had different effects on syntactic comprehension depending on language disorder. Intelligence was not an explanatory factor for the differences observed in performance.
Palavras-chave
Autism, children, Down syndrome, language disorder, specific language impairment, syntax, working memory
URI
https://observatorio.fm.usp.br/handle/OPI/11649
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Coleções
Artigos e Materiais de Revistas Científicas - FM/MFT
Artigos e Materiais de Revistas Científicas - LIM/34