Heather K J Van Der Lely
Biographic Data
| ID | 778269 |
|---|---|
| NAME | Heather K J Van Der Lely |
| GIVEN NAMES | Heather K J |
| FAMILY NAME | Van Der Lely |
| SIGNATURE | VAN DER LELY H K J |
| AFFILIATIONS | UCLouvain |
| VERIFIED | No |
| TOTAL WORKS | 12 |
| TOTAL CITATIONS | 69 |
| AUTHOR COUNT | 12 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1990 |
| LATEST PUBLICATION YEAR | 2017 |
| H-INDEX | 5 |
Children's comprehension of distributive universal quantification
Number dissimilarities facilitate the comprehension of relative clauses in children with (Grammatical) Specific Language Impairment
This study investigates whether number dissimilarities on subject and object DPs facilitate the comprehension of subject- and object-extracted centre-embedded relative clauses in children with Grammatical Specific Language Impairment (G-SLI). We compared the performance of a group of English-speaking children with G-SLI (mean age: 12;11) with that of two groups of younger typically developing (TD) children, matched on grammar and receptive vocabu…
Irregular past tense forms in English: How Data From Children With Specific Language Impairment Contribute to Models of Morphology
Two cognitive models of inflectional morphology are widely debated in the literature-the Words and Rules model, whereby irregular forms are stored in the lexicon but regular forms are created by rule, and Single Mechanism models, whereby both regulars and irregulars form an associative network, with no rules. A newer model, the Computational Grammatical Complexity (CGC) model, recognises the contribution of hierarchical complexity in three compon…
Who did Buzz see someone? Grammaticality judgement of wh-questions in typically developing children and children with Grammatical-SLI
Grammatical feature dissimilarities make relative clauses easier: A comprehension study with Italian children
The Relativized Minimality approach to A'-dependencies (Friedmann et al., 2009) predicts that headed object relative clauses (RCs) and which-questions are the most difficult, due to the presence of a lexical restriction on both the subject and the object DP which creates intervention. We investigated comprehension of center-embedded headed object RCs with Italian children, where Number and Gender feature values on subject and object DPs are manip…
Effects of Word Position and Stress on Onset Cluster Production: Evidence from Typical Development, Specific Language Impairment, and Dyslexia
Children with specific language impairment (SLI) and dyslexia have phonological deficits that are claimed to cause their language and literacy impairments and to be responsible for the overlap between the two disorders. Little is known, however, about the phonological grammar of children with SLI and dyslexia, and indeed whether they show differences in phonological development. We designed a nonword repetition task to investigate the impact of w…
Wh-Movement in Children with Grammatical SLI: A Test of the RDDR Hypothesis
This article presents a test of the proposal that a subgroup of children with GRAMMATICAL-SPECIFIC LANGUAGE IMPAIRMENT (G-SLI) have optional movement (the REPRESENTATIONAL DEFICIT FOR DEPENDENT RELATIONS (RDDR) account, van der Lely 1998) by investigating WH-movement in fifteen G-SLI subjects and twenty-four younger children matched on language abilities (LA controls). The RDDR/optional movement account predicts that G-SLI subjects would have def…
Narrative discourse in Grammatical specific language impaired children: A modular language deficit
This paper provides a further investigation into the linguistic abilities of a subgroup of 12 Grammatical specific language impaired (SLI) children (aged 10;2 to 13;11). The study investigates the use of referential expressions (e.g. pronouns) in a narrative discourse, and provides insight into the underlying nature of Grammatical SLI, thereby contributing to the modularity debate. Previous investigations indicate that Grammatical SLI children ha…
Specifically language impaired and normally developing children: Verbal passive vs. adjectival passive sentence interpretation
Language modularity and grammatically specific language impaired children
Mapping processes in Specifically Language Impaired children: A dissociation between semantic and syntactic bootstrapping
Sentence processing in specifically language-impaired children
Specifically language impaired and normally developing children: Verbal passive vs. adjectival passive sentence interpretation
Grammatical feature dissimilarities make relative clauses easier: A comprehension study with Italian children
The Relativized Minimality approach to A'-dependencies (Friedmann et al., 2009) predicts that headed object relative clauses (RCs) and which-questions are the most difficult, due to the presence of a lexical restriction on both the subject and the object DP which creates intervention. We investigated comprehension of center-embedded headed object RCs with Italian children, where Number and Gender feature values on subject and object DPs are manip…
Who did Buzz see someone? Grammaticality judgement of wh-questions in typically developing children and children with Grammatical-SLI
Wh-Movement in Children with Grammatical SLI: A Test of the RDDR Hypothesis
This article presents a test of the proposal that a subgroup of children with GRAMMATICAL-SPECIFIC LANGUAGE IMPAIRMENT (G-SLI) have optional movement (the REPRESENTATIONAL DEFICIT FOR DEPENDENT RELATIONS (RDDR) account, van der Lely 1998) by investigating WH-movement in fifteen G-SLI subjects and twenty-four younger children matched on language abilities (LA controls). The RDDR/optional movement account predicts that G-SLI subjects would have def…
Effects of Word Position and Stress on Onset Cluster Production: Evidence from Typical Development, Specific Language Impairment, and Dyslexia
Children with specific language impairment (SLI) and dyslexia have phonological deficits that are claimed to cause their language and literacy impairments and to be responsible for the overlap between the two disorders. Little is known, however, about the phonological grammar of children with SLI and dyslexia, and indeed whether they show differences in phonological development. We designed a nonword repetition task to investigate the impact of w…
Number dissimilarities facilitate the comprehension of relative clauses in children with (Grammatical) Specific Language Impairment
This study investigates whether number dissimilarities on subject and object DPs facilitate the comprehension of subject- and object-extracted centre-embedded relative clauses in children with Grammatical Specific Language Impairment (G-SLI). We compared the performance of a group of English-speaking children with G-SLI (mean age: 12;11) with that of two groups of younger typically developing (TD) children, matched on grammar and receptive vocabu…
Irregular past tense forms in English: How Data From Children With Specific Language Impairment Contribute to Models of Morphology
Two cognitive models of inflectional morphology are widely debated in the literature-the Words and Rules model, whereby irregular forms are stored in the lexicon but regular forms are created by rule, and Single Mechanism models, whereby both regulars and irregulars form an associative network, with no rules. A newer model, the Computational Grammatical Complexity (CGC) model, recognises the contribution of hierarchical complexity in three compon…
Sentence processing in specifically language-impaired children
Mapping processes in Specifically Language Impaired children: A dissociation between semantic and syntactic bootstrapping
Language modularity and grammatically specific language impaired children
Specifically language impaired and normally developing children: Verbal passive vs. adjectival passive sentence interpretation
Narrative discourse in Grammatical specific language impaired children: A modular language deficit
This paper provides a further investigation into the linguistic abilities of a subgroup of 12 Grammatical specific language impaired (SLI) children (aged 10;2 to 13;11). The study investigates the use of referential expressions (e.g. pronouns) in a narrative discourse, and provides insight into the underlying nature of Grammatical SLI, thereby contributing to the modularity debate. Previous investigations indicate that Grammatical SLI children ha…
Wh-Movement in Children with Grammatical SLI: A Test of the RDDR Hypothesis
This article presents a test of the proposal that a subgroup of children with GRAMMATICAL-SPECIFIC LANGUAGE IMPAIRMENT (G-SLI) have optional movement (the REPRESENTATIONAL DEFICIT FOR DEPENDENT RELATIONS (RDDR) account, van der Lely 1998) by investigating WH-movement in fifteen G-SLI subjects and twenty-four younger children matched on language abilities (LA controls). The RDDR/optional movement account predicts that G-SLI subjects would have def…
Effects of Word Position and Stress on Onset Cluster Production: Evidence from Typical Development, Specific Language Impairment, and Dyslexia
Children with specific language impairment (SLI) and dyslexia have phonological deficits that are claimed to cause their language and literacy impairments and to be responsible for the overlap between the two disorders. Little is known, however, about the phonological grammar of children with SLI and dyslexia, and indeed whether they show differences in phonological development. We designed a nonword repetition task to investigate the impact of w…
Grammatical feature dissimilarities make relative clauses easier: A comprehension study with Italian children
The Relativized Minimality approach to A'-dependencies (Friedmann et al., 2009) predicts that headed object relative clauses (RCs) and which-questions are the most difficult, due to the presence of a lexical restriction on both the subject and the object DP which creates intervention. We investigated comprehension of center-embedded headed object RCs with Italian children, where Number and Gender feature values on subject and object DPs are manip…
Who did Buzz see someone? Grammaticality judgement of wh-questions in typically developing children and children with Grammatical-SLI
Irregular past tense forms in English: How Data From Children With Specific Language Impairment Contribute to Models of Morphology
Two cognitive models of inflectional morphology are widely debated in the literature-the Words and Rules model, whereby irregular forms are stored in the lexicon but regular forms are created by rule, and Single Mechanism models, whereby both regulars and irregulars form an associative network, with no rules. A newer model, the Computational Grammatical Complexity (CGC) model, recognises the contribution of hierarchical complexity in three compon…
Number dissimilarities facilitate the comprehension of relative clauses in children with (Grammatical) Specific Language Impairment
This study investigates whether number dissimilarities on subject and object DPs facilitate the comprehension of subject- and object-extracted centre-embedded relative clauses in children with Grammatical Specific Language Impairment (G-SLI). We compared the performance of a group of English-speaking children with G-SLI (mean age: 12;11) with that of two groups of younger typically developing (TD) children, matched on grammar and receptive vocabu…
Children's comprehension of distributive universal quantification
Language Development and Disorders (12 works) · Linguistics (11 works) · Psychology (11 works) · Reading and Literacy Development (9 works) · Neurobiology of Language and Bilingualism (8 works) · Philosophy (7 works) · Computer Science (6 works) · Cognitive psychology (5 works) · Specific language impairment (5 works) · Grammar (4 works)