Chapter 10. Syntactic priming and language intervention for children with grammatical deficits
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Laurence B. Leonard
Abstract
In this chapter, we discuss how insights from the syntactic priming literature might refine language intervention procedures for children with grammatical deficits. In turn, we note how current language intervention practices can suggest new areas of research on syntactic priming. Applications from syntactic priming to language intervention include consideration of the lexical content of the clinician’s input utterance relative to the child’s response, the timing between the input utterance and the response, and even the degree to which the input utterance is directed toward the child rather than to another participant in the conversation. Research on syntactic priming based on current language intervention practices can likewise cover a wide range. Some research questions concern priming effects as a function of the child’s level of grammar, such as whether a child’s utterances are first confined to the same thematic structure as the prime, only later becoming more abstract. Other questions pertain to the conversational role of the prime, such as whether a prime is just as effective if it was a recast of the child’s own prior utterance. It appears that each area – syntactic priming and language intervention – can benefit from the contributions of the other.
Abstract
In this chapter, we discuss how insights from the syntactic priming literature might refine language intervention procedures for children with grammatical deficits. In turn, we note how current language intervention practices can suggest new areas of research on syntactic priming. Applications from syntactic priming to language intervention include consideration of the lexical content of the clinician’s input utterance relative to the child’s response, the timing between the input utterance and the response, and even the degree to which the input utterance is directed toward the child rather than to another participant in the conversation. Research on syntactic priming based on current language intervention practices can likewise cover a wide range. Some research questions concern priming effects as a function of the child’s level of grammar, such as whether a child’s utterances are first confined to the same thematic structure as the prime, only later becoming more abstract. Other questions pertain to the conversational role of the prime, such as whether a prime is just as effective if it was a recast of the child’s own prior utterance. It appears that each area – syntactic priming and language intervention – can benefit from the contributions of the other.
Kapitel in diesem Buch
- Prelim pages i
- Table of contents vii
- Chapter 1. Introduction to syntactic priming in language acquisition 1
- Chapter 2. Syntactic priming and child language competence 15
- Chapter 3. Beyond the English passive 35
- Chapter 4. How does syntactic priming experience support language development? 57
- Chapter 5. Sticking to what we know 83
- Chapter 6. Structural priming in bilingual children 107
- Chapter 7. What can syntactic priming tell us about crosslinguistic influence? 129
- Chapter 8. Syntactic priming and alignment in children with autism spectrum disorder 157
- Chapter 9. Syntactic priming as a window to investigate grammatical learning in non-typical populations 183
- Chapter 10. Syntactic priming and language intervention for children with grammatical deficits 203
- Index 225
Kapitel in diesem Buch
- Prelim pages i
- Table of contents vii
- Chapter 1. Introduction to syntactic priming in language acquisition 1
- Chapter 2. Syntactic priming and child language competence 15
- Chapter 3. Beyond the English passive 35
- Chapter 4. How does syntactic priming experience support language development? 57
- Chapter 5. Sticking to what we know 83
- Chapter 6. Structural priming in bilingual children 107
- Chapter 7. What can syntactic priming tell us about crosslinguistic influence? 129
- Chapter 8. Syntactic priming and alignment in children with autism spectrum disorder 157
- Chapter 9. Syntactic priming as a window to investigate grammatical learning in non-typical populations 183
- Chapter 10. Syntactic priming and language intervention for children with grammatical deficits 203
- Index 225
