PDF(Pubmed)
Abstract：
UNASSIGNED: Children with developmental language disorder (DLD) tend to interpret noncanonical sentences like passives using event probability (EP) information regardless of structure (e.g., by interpreting \"The dog was chased by the squirrel\" as \"The dog chased the squirrel\"). Verbs are a major source of EP information in adults and children with typical development (TD), who know that \"chase\" implies an unequal relationship among participants. Individuals with DLD have poor verb knowledge and verb-based sentence processing. Yet, they also appear to rely more on EP information than their peers. This paradox raises two questions: (a) How do children with DLD use verb-based EP information alongside other information in online passive sentence interpretation? (b) How does verb vocabulary knowledge support EP information use?
UNASSIGNED: We created novel EP biases by showing animations of agents with consistent action tendencies (e.g., clumsy vs. helpful actions). We then used eye tracking to examine how this EP information was used during online passive sentence processing. Participants were 4- to 5-year-old children with DLD (n = 20) and same-age peers with TD (n = 20).
UNASSIGNED: In Experiment 1, children with DLD quickly integrated verb-based EP information with morphosyntax close to the verb but failed to do so with distant morphosyntax. In Experiment 2, the quality of children\'s sentence-specific verb vocabulary knowledge was positively associated with the use of EP information in both groups.
UNASSIGNED: Depending on the morphosyntactic context, children with DLD and TD used EP information differently, but verb vocabulary knowledge aided its use.
UNASSIGNED: https://doi.org/10.23641/asha.25491805.
UNASSIGNED: We created novel EP biases by showing animations of agents with consistent action tendencies (e.g., clumsy vs. helpful actions). We then used eye tracking to examine how this EP information was used during online passive sentence processing. Participants were 4- to 5-year-old children with DLD (n = 20) and same-age peers with TD (n = 20).
UNASSIGNED: In Experiment 1, children with DLD quickly integrated verb-based EP information with morphosyntax close to the verb but failed to do so with distant morphosyntax. In Experiment 2, the quality of children\'s sentence-specific verb vocabulary knowledge was positively associated with the use of EP information in both groups.
UNASSIGNED: Depending on the morphosyntactic context, children with DLD and TD used EP information differently, but verb vocabulary knowledge aided its use.
UNASSIGNED: https://doi.org/10.23641/asha.25491805.
摘要：
■患有发育性语言障碍（DLD）的儿童倾向于使用事件概率（EP）信息来解释非规范句子，例如被动句子，而与结构无关（例如，通过将“狗被松鼠追赶”解释为“狗追赶松鼠”）。动词是成人和典型发育（TD）儿童EP信息的主要来源，谁知道“追逐”意味着参与者之间的不平等关系。具有DLD的个体具有较差的动词知识和基于动词的句子处理。然而，他们似乎也比同龄人更依赖EP信息。这个悖论提出了两个问题：（a）患有DLD的儿童如何在在线被动句子解释中与其他信息一起使用基于动词的EP信息？（b）动词词汇知识如何支持EP信息的使用？
■我们通过显示具有一致动作倾向的代理动画来创建新颖的EP偏见（例如，笨拙的vs.有益的行动)。然后，我们使用眼动追踪来检查在在线被动句子处理过程中如何使用此EP信息。参与者是患有DLD的4至5岁儿童（n=20）和患有TD的同龄同龄人（n=20）。
■在实验1中，具有DLD的孩子快速整合了基于动词的EP信息，其形态语法接近动词，但在遥远的形态语法下却未能做到这一点。在实验2中，两组儿童的句子特定动词词汇知识的质量与EP信息的使用呈正相关。
■根据形态句法上下文，DLD和TD的儿童使用EP信息的方式不同，但是动词词汇知识有助于它的使用。
■https://doi.org/10.23641/asha.25491805。
■我们通过显示具有一致动作倾向的代理动画来创建新颖的EP偏见（例如，笨拙的vs.有益的行动)。然后，我们使用眼动追踪来检查在在线被动句子处理过程中如何使用此EP信息。参与者是患有DLD的4至5岁儿童（n=20）和患有TD的同龄同龄人（n=20）。
■在实验1中，具有DLD的孩子快速整合了基于动词的EP信息，其形态语法接近动词，但在遥远的形态语法下却未能做到这一点。在实验2中，两组儿童的句子特定动词词汇知识的质量与EP信息的使用呈正相关。
■根据形态句法上下文，DLD和TD的儿童使用EP信息的方式不同，但是动词词汇知识有助于它的使用。
■https://doi.org/10.23641/asha.25491805。
