Laurence B Leonard
Datos Biográficos
| ID | 3838854 |
|---|---|
| NOMBRE | Laurence B Leonard |
| NOMBRES | Laurence B |
| APELLIDO | Leonard |
| FIRMA | LEONARD L B |
| AFILIACIONES | Purdue University West Lafayette |
| ORCID | 0000-0002-9189-4438 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 48 |
| TOTAL DE CITAS | 9 |
| OBRAS COMO AUTOR | 48 |
| OBRAS COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 1973 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2024 |
| ÍNDICE H | 2 |
The study of children with developmental language disorder beyond English
The main goal of this tutorial is to promote the study of children with developmental language disorder (DLD) across different languages of the world. The cumulative effect of these efforts is likely to be a set of more compelling and comprehensive theories of language learning difficulties and, possibly, of language acquisition in general. Benefits to children and local societies are also likely to accrue. After presenting some of the initial co…
Reciprocal relations between syntax and tense/agreement morphology in children’s interpretation of input
There is growing evidence that the grammatical errors reflected in the speech of young children are often related to the nature of the input in the ambient language. In languages such as English, tense and agreement morphology seems especially at the mercy of correct interpretation of the input. This review discusses possible input-related reasons for the relatively late mastery of tense and agreement (and related) morphology in English-speaking …
Case assignment in English-speaking children
This study employed a paired priming paradigm to ask whether input features influence a child's propensity to use non-nominative versus nominative case in subject position, and to use non-nominative forms even when verbs are marked for agreement. Thirty English-speaking children (ages 2;6 to 3;7) heard sentences with pronouns that had non-contrasting case forms (e.g. Dad hugs it and it hugs Tigger ) and it was hypothesized that these forms would …
Input sources of third person singular - s inconsistency in children with and without specific language impairment
We tested four predictions based on the assumption that optional infinitives can be attributed to properties of the input whereby children inappropriately extract non-finite subject–verb sequences (e.g. the girl run ) from larger input utterances (e.g. Does the girl run? Let's watch the girl run ). Thirty children with specific language impairment (SLI) and thirty typically developing children heard novel and familiar verbs that appeared exclusiv…
Children with Specific Language Impairment
The landmark reference in the field, completely updated: a comprehensive treatment of a disorder that is more prevalent than autism. Children with specific language impairment (SLI) show a significant deficit in spoken language that cannot be attributed to neurological damage, hearing impairment, or intellectual disability. More prevalent than autism and at least as prevalent as dyslexia, SLI affects approximately seven percent of all children; i…
Children with specific language impairment and their contribution to the study of language development
Children with specific language impairment (SLI) are distinguishable from typically developing children primarily in the pace and course of their language development. For this reason, they are appropriate candidates for inclusion in any theory of language acquisition. In this paper, the areas of overlap between children with SLI and those developing in typical fashion are discussed, along with how the joint study of these two populations can enh…
Case marking in Hungarian children with specific language impairment
This study examines whether children with specific language impairment (SLI) acquiring a language with a rich case marking system (Hungarian) have difficulty with case, and, if so, whether the difficulty is comparable for spatial and nonspatial meanings. Data were drawn from narrative samples and from a sentence repetition task. Suffixes were tested both in their spatial and nonspatial meanings. Participants with SLI were compared to same-age pee…
Children with Specific Language Impairment in Finnish
Children with specific language impairment (SLI) vary widely in their ability to use tense/agreement inflections depending on the type of language being acquired, a fact that current accounts of SLI have tried to explain. Finnish provides an important test case for these accounts because: (1) verbs in the first and second person permit null subjects whereas verbs in the third person do not; and (2) tense and agreement inflections are agglutinatin…
“The dog chase the cat”
In a previous study of language production, a group of Hungarian-speaking children with language impairment (LI) committed a larger number of errors than typically developing peers on verb inflections that mark person, number, tense, and definiteness (Lukács et al. 2009b). However, the error forms produced often differed from the correct form by only a single dimension (e.g., person, number, tense, or definiteness) with no single dimension provin…
Input distribution influences degree of auxiliary use by children with specific language impairment
Children with specific language impairment (SLI) show a protracted period of inconsistent use of tense/agreement morphemes. The purpose of this investigation was to determine whether this inconsistent use could be attributed to the children's misinterpretations of particular syntactic structures in the input. In Study 1, preschool-aged children with SLI and typically developing peers heard sentences containing novel verbs preceded by auxiliary wa…
Tense and aspect in sentence interpretation by children with specific language impairment
The aim of this study was to determine whether children with specific language impairment (SLI) are sensitive to completion cues in their comprehension of tense. In two experiments, children with SLI (ages 4 ; 1 to 6 ; 4) and typically developing (TD) children (ages 3 ; 5 to 6 ; 5) participated in a sentence-to-scene matching task adapted from Wagner (2001). Sentences were in either present or past progressive and used telic predicates. Actions w…
Factors accounting for the ability of children with SLI to learn agreement morphemes in intervention
The aim of this study was to uncover factors accounting for the ability of children with specific language impairment (SLI) to learn agreement morphemes in intervention. Twenty-five children with SLI who participated in a six-month intervention program focused on teaching third person singular - s or auxiliary is/are/was showed a wide range of use of the target morpheme after intervention. Regression analyses showed that age and two factors expec…
The overgeneralization of non-finite complements to finite contexts
Current views on the acquisition of PRO can roughly be divided into two areas: lexical and syntactic accounts. We present data on one verb, decide , that yields data that not only differs from the data for other similar verbs with the same children, but does not lend itself easily to either type of account. Data from a sentence elicitation task conducted with 20 typically-developing children (4 ; 0–7 ; 11), along with 3 case studies illustrate th…
Predicting tense
According to the AGREEMENT / TENSE (Agr/Tns) OMISSION MODEL , children's failure to produce finite verb morphemes represents the selection of an optional infinitive form, in which tense and/or agreement is not specified. When agreement is specified, nominative case is licensed. Following the assumptions of this model, a child's utterance such as She run reflects a failure to specify tense only, given that the subject pronoun shows nominative case…
The use of grammatical morphemes reflecting aspect and modality by children with specific language impairment
Children with specific language impairment (SLI) have well-documented problems in the use of tense-related grammatical morphemes. However, in English, tense often overlaps with aspect and modality. In this study, 15 children with SLI (mean age 5;2) and two groups of 15 typically developing children (mean ages 3;6 and 5;3) were compared in terms of their use of previously studied morphemes in contexts that more clearly assessed the role of aspect.…
Indefinite Articles and Definite Forms in Swedish Children with Specific Language Impairment
In many languages, children with Specific Language Impairment (SLI) show frequent omission of articles. Most articles in these languages are weak monosyllables. In Swedish, indefinite articles are prosodically comparable to articles in other languages, but definiteness is usually expressed through a suffix. We examined the use of articles in Swedish-speaking children with SLI in spontaneous data and a probe task. Children with SLI produced defini…
The use and productivity of verb morphology in specific language impairment
In an earlier study, we found that Swedish-speaking children with specificlanguage impairment (SLI) differ from younger normally developing com-patriots on only a subset of verb morphemes characteristically problematicfor children with this type of disorder. In the present study, this finding wasreplicated, using a carefully devised set of tasks to elicit attempts at thetarget morphemes. The children with SLI used present copula forms andregular …
Italian children's use of verb and noun morphology during the preschool years
Five groups of Italian-speaking children ages 2 to 7 years participated in tasks designed to assess their use of a range of grammatical morphemes. Present tense verb inflections and noun plural inflections reached ceiling levels by 4 years of age, whereas present tense copula forms and definite singular articles showed high accuracy levels by 5 years of age. Errors on present tense inflections were rarely infinitives. Instead, most errors could b…
Fillers across languages and language abilities
Peters has made an excellent case for the importance of ‘filler’ syllables during the early stages of children's language development. In this commentary, I discuss some of the implications of filler-syllable use for related areas of child language research. The comments are based on observations made during collaborative cross-linguistic studies of both normally developing children and children with language disorders acquiring Italian (Leonard,…
Some differences between English plural noun inflections and third singular verb inflections in the input
Grammatical inflections such as the English plural noun - s and third person singular verb - s are acquired at different points in time by young children. This finding is typically attributed to factors such as relative semantic salience or the distinction between lexical and functional categories. In this study input frequency, sentence position, and duration were examined as possible contributing factors. In both conversations with and stories …
Grammatical deficits in German and English
Children with specific language impairment acquiring German and English were compared in terms of their use of articles, third person singular verb inflections, and copula forms. The German- speaking children showed higher degrees of appropriate use of third singular inflections and copula forms, but not articles. Verb errors in the form of bare stems outnumbered other types of errors even in the data for German. Of the four accounts of grammatic…
Grammatical deficits in German and English
Children with specific language impairment acquiring German and English were compared in terms of their use of articles, third person singular verb inflections, and copula forms. The German- speaking children showed higher degrees of appropriate use of third singular inflections and copula forms, but not articles. Verb errors in the form of bare stems outnumbered other types of errors even in the data for German. Of the four accounts of grammatic…
The use of Hebrew verb morphology by children with specific language impairment and children developing language normally
Hebrew-speaking children with specific language impairment (SLI) are reported to use grammatical morphology to the same degree as younger normally-developing children with comparable mean lengths of utterance (MLU). Given the difficulty that English-speaking children with SLI seem to experience with morphology and the fact that Hebrew morphology is complicated, such a finding is noteworthy. This issue is explored in the present study through a mo…
Toward mastery of Italian morphology
The use of Italian morphology was examined in 34 children ranging in age from 2;6 to 5;0. By the age of 3;6–4;0, high percentages of use in obligatory contexts were seen for a number of grammatical morphemes. Children age 2;6–3;0 showed percentages of use that were somewhat lower than those seen for the older children. In this age range, singular forms were used with higher percentages in obligatory contexts than plural forms, for several differe…
Unusual phonological patterns and their underlying representations
An unusual phonological pattern exhibited by a child aged 2;9 is described. The pattern involved the production of word-final strident continuants in words whose adult forms contain these features in initial, rather than final position (e.g. [ops] for soap ). The data are interpreted as compatible with models of child phonology that permit direct mapping of features to final position
Input distribution influences degree of auxiliary use by children with specific language impairment
Children with specific language impairment (SLI) show a protracted period of inconsistent use of tense/agreement morphemes. The purpose of this investigation was to determine whether this inconsistent use could be attributed to the children's misinterpretations of particular syntactic structures in the input. In Study 1, preschool-aged children with SLI and typically developing peers heard sentences containing novel verbs preceded by auxiliary wa…
Phonological considerations in children's early imitative and spontaneous speech
The use and productivity of verb morphology in specific language impairment
In an earlier study, we found that Swedish-speaking children with specificlanguage impairment (SLI) differ from younger normally developing com-patriots on only a subset of verb morphemes characteristically problematicfor children with this type of disorder. In the present study, this finding wasreplicated, using a carefully devised set of tasks to elicit attempts at thetarget morphemes. The children with SLI used present copula forms andregular …
Three hypotheses concerning young children's imitations of lexical items
The Role of Intonation in the Recall of Various Linguistic Stimuli
The effects of intonation on the recall of normal sentences, anomalous (grammatical but unmeaningful) sentences, anagram (ungrammatical but meaningful) strings, and word lists were examined. Results indicated that intonation facilitated recall only in the anomalous sentence condition, suggesting that, in such learning situations, intonation may function as an additional component of grammar, rather than as an independent linguistic variable
Referential Effects on Articulatory Learning
The purpose of this investigation was to examine the effects of referent changes on the articulatory learning of familiar words. Two groups of school-age children learned correct articulatory productions of /s/ in /saIn/ and /saId/ in sequences ranging from single-word imitation to spontaneous production in connected discourse. One group was presented with new definitions and pictorial referents when learning the utterances /saIn/ and /saId/, whi…
The Role of Intonation in the Recall of Various Linguistic Stimuli
The effects of intonation on the recall of normal sentences, anomalous (grammatical but unmeaningful) sentences, anagram (ungrammatical but meaningful) strings, and word lists were examined. Results indicated that intonation facilitated recall only in the anomalous sentence condition, suggesting that, in such learning situations, intonation may function as an additional component of grammar, rather than as an independent linguistic variable
Referential Effects on Articulatory Learning
The purpose of this investigation was to examine the effects of referent changes on the articulatory learning of familiar words. Two groups of school-age children learned correct articulatory productions of /s/ in /saIn/ and /saId/ in sequences ranging from single-word imitation to spontaneous production in connected discourse. One group was presented with new definitions and pictorial referents when learning the utterances /saIn/ and /saId/, whi…
On differentiating syntactic and semantic features in emerging grammars
A note on imitation and lexical acquisition
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On the nature of children's judgments of linguistic features
Some aspects of child phonology in imitative and spontaneous speech
Child phonologists have made varying assumptions concerning the nature of phonological characteristics of children's imitative utterances and their relationship to the characteristics of spontaneous utterances. This study examined this relationship in children in early Stage I. A task was devised which permitted an inspection of children's unsolicited imitations of nonsense words reflecting syllabic shapes and consonants in and out of the child's…
Focus characteristics of single-word utterances after syntax
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The Phonology of Deviant Child Language
Again and again
The role of a strategy of reduplication in phonological acquisition and behaviour was examined in terms of: (1) the relationship between adoption of this strategy and children's failure to produce nonreduplicated multisyllabic forms and final consonants when attempting corresponding adult models; and (2) the role of the process of reduplication in production constraints. Comparisons of the phonologies of six children (1; 3–1; 9) classified as red…
Some instances of word usage in the absence of comprehension
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Phonological considerations in children's early imitative and spontaneous speech
Intra-word phonological variability in young children
Three experiments are reported which explored the conditions under which intra-word phonological variability occurs. Using an unsolicited imitation task, evidence of variability was obtained for words containing two or more phonological characteristics (consonants, word shapes) that were unstable in the child's speech, and for words containing both unstable characteristics and characteristics the child had not shown any evidence of producing with…
Do children pick and choose? an examination of phonological selection and avoidance in early lexical acquisition
The influence of phonological selection and avoidance upon early lexical acquisition was examined within an experimental paradigm. During 10 bi-weekly experimental sessions, 12 children (1;0.21 to 1;3.15 at the outset) were presented with 16 contrived lexical concepts, each consisting of a nonsense word and four unfamiliar referents. For each child, eight words involved phonological characteristics which had been evidenced in production (in) and …
Some further comments on reduplication in child phonology
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Children's resolution of pronominal reference in text
Three-, four-, and five-year-old children listened to stories about which they were asked questions requiring resolution of the proper reference of he. The 5-year-olds performed at higher levels of accuracy than the other two subject groups. The 4-year-olds were dis tinguishable from the 3-year-olds primarily in terms of the pronominal reference resolution strategies reflected in their errors. These included searching only prior portions of text …
Three hypotheses concerning young children's imitations of lexical items
The effect of feedback on young children's inappropriate word usage
This study compared the effects of three types of adult feedback (acceptance, correction with joint labelling, and correction with explanation) on young children's inappropriate word usage. Four children were visited in their homes twice a week, from the time they were between 1;1 and 1;3 until they were approximately 1;7. Differential feedback was applied by the experimenter whenever the children extended a term to referents that were inappropri…
Young children pronounce object words more accurately than action words
Young children's productions of novel words serving as names of objects and actions were compared. Although the object and action names were matched according to consonant and syllable structure, accurate production of newly emerging consonants was greater for the object words for each of the measures used: spontaneous production and unsolicited imitation during the word exposure sessions, and responses to production probes administered during an…
Lexical influences on children's early positional patterns
Two young children were studied from the period when their expressive lexicons were approximately 30 words until they showed productive two-word positional patterns in their speech. Word combinations meeting the criteria for positional productive, positional associative and groping patterns were identified and the period during which the words appearing in these patterns were acquired was then determined. Words used in positional productive patte…
Attempted sounds are sometimes not
Young children readily acquire new words with consonants and syllable structures already used accurately (IN words). They have more difficulty acquiring new words with consonants or syllable structures never before produced or attempted (OUT words). In the present study, we examined children's acquisition of a third type of word, containing consonants the children had attempted in the past but never produced accurately (ATTEMPTED words). IN, OUT …
Linguistic context and children's recall in a probe word task
Syntactic categories in early child language
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The acquisition of agglutinating languages
The acquisition of verb inflections in Tamil, an agglutinating language, was investigated in three 2-year-old children. The findings revealed a high percentage use of verb inflections indicating tense, aspect, modality, person, number and gender by all three children. Explanations for this early, almost error-free acquisition are discussed in terms of the facilitating properties of agglutinating languages
Unusual phonological patterns and their underlying representations
An unusual phonological pattern exhibited by a child aged 2;9 is described. The pattern involved the production of word-final strident continuants in words whose adult forms contain these features in initial, rather than final position (e.g. [ops] for soap ). The data are interpreted as compatible with models of child phonology that permit direct mapping of features to final position
Toward mastery of Italian morphology
The use of Italian morphology was examined in 34 children ranging in age from 2;6 to 5;0. By the age of 3;6–4;0, high percentages of use in obligatory contexts were seen for a number of grammatical morphemes. Children age 2;6–3;0 showed percentages of use that were somewhat lower than those seen for the older children. In this age range, singular forms were used with higher percentages in obligatory contexts than plural forms, for several differe…
Psychology (48 obras) · Linguistics (47 obras) · Language Development and Disorders (41 obras) · Reading and Literacy Development (38 obras) · Developmental psychology (24 obras) · Cognitive psychology (20 obras) · Computer Science (20 obras) · Verb (19 obras) · Neurobiology of Language and Bilingualism (17 obras) · Specific language impairment (16 obras)