Production and comprehension of pronouns and reflexives in atypical populations
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Vasiliki (Vicky) Chondrogianni
Abstract
The production and comprehension of pronouns and reflexives has been extensively studied in typically-developing children, but has received less attention in children with neurodevelopmental disorders in which language impairment is the primary or secondary deficit, such as in children with specific language impairment, autism spectrum disorders, Williams syndrome and Down syndrome. Research on the acquisition of these core grammatical structures by atypical populations is important for understanding the linguistic nature of the disorders. The present chapter provides a review of experimental studies on the production and comprehension of these structures in different groups of atypical child and adolescent populations from a cross-linguistic perspective. The purpose of the chapter is to unravel similarities and differences between the affected and unaffected groups, and to investigate patterns of delayed and/or deviant performance across modalities and populations.
Abstract
The production and comprehension of pronouns and reflexives has been extensively studied in typically-developing children, but has received less attention in children with neurodevelopmental disorders in which language impairment is the primary or secondary deficit, such as in children with specific language impairment, autism spectrum disorders, Williams syndrome and Down syndrome. Research on the acquisition of these core grammatical structures by atypical populations is important for understanding the linguistic nature of the disorders. The present chapter provides a review of experimental studies on the production and comprehension of these structures in different groups of atypical child and adolescent populations from a cross-linguistic perspective. The purpose of the chapter is to unravel similarities and differences between the affected and unaffected groups, and to investigate patterns of delayed and/or deviant performance across modalities and populations.
Chapters in this book
- Prelim pages i
- Table of contents v
- Introduction 1
- The acquisition of nominal determiners 25
- Mapping information structure and word order 51
- Children’ use of intonation in reference and the role of input 83
- The role of gesture in referential communication 105
- The role of cognitive accessibility in children’s referential choice 123
- Acquisition and use of pronouns in a dialogic perspective 155
- From early to late mastery of reference 181
- Online evidence for children’s interpretation of personal pronouns 213
- Children’s sensitivity to caregiver cues and the role of adult feedback in the developmentof referential communication 241
- The cognitive underpinnings of referential abilities 263
- Production and comprehension of pronouns and reflexives in atypical populations 285
- Referential expressions in bilingual acquisition 311
- Language index 335
- Subject index 337
Chapters in this book
- Prelim pages i
- Table of contents v
- Introduction 1
- The acquisition of nominal determiners 25
- Mapping information structure and word order 51
- Children’ use of intonation in reference and the role of input 83
- The role of gesture in referential communication 105
- The role of cognitive accessibility in children’s referential choice 123
- Acquisition and use of pronouns in a dialogic perspective 155
- From early to late mastery of reference 181
- Online evidence for children’s interpretation of personal pronouns 213
- Children’s sensitivity to caregiver cues and the role of adult feedback in the developmentof referential communication 241
- The cognitive underpinnings of referential abilities 263
- Production and comprehension of pronouns and reflexives in atypical populations 285
- Referential expressions in bilingual acquisition 311
- Language index 335
- Subject index 337
