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    Novogrodsky, Rama and Kreiser, Varda 2015. What can errors tell us about specific language impairment deficits? Semantic and morphological cuing in a sentence completion task. Clinical Linguistics & Phonetics, Vol. 29, Issue. 11, p. 812.


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Morphosyntax in children with word finding difficulties

  • VICTORIA A. MURPHY (a1), JULIE DOCKRELL (a2), DAVID MESSER (a3) and HANNAH FARR (a4)
  • DOI: http://dx.doi.org/10.1017/S0305000907008598
  • Published online: 01 June 2008
Abstract
ABSTRACT

Children with word finding difficulties (CwWFDs) are slower and less accurate at naming monomorphemic words than typically developing children (Dockrell, Messer & George, 2001), but their difficulty in naming morphologically complex words has not yet been investigated. One aim of this paper was to identify whether CwWFDs are similar to typically developing children at producing inflected (morphologically complex) words. A second aim was to investigate whether the dual-mechanism model could account for the use of morphology in a sample of CwWFDs, exemplifying the notion that regular inflections are part of a rule-based system and computed on-line, while irregular inflections are retrieved directly from the associative system (Pinker, 1999). The inflectional knowledge of a group of CwWFDs was compared against a group of language age-matched typically developing peers in three experiments. In Experiment 1 children produced the past tenses of high- and low-frequency regular and irregular English verbs. In Experiment 2 children generalized their knowledge of the past tense system onto nonsense verbs and in Experiment 3 children produced past tenses of verbs used in either a denominal or a verb root context. In each of these three studies, the CwWFDs performed similarly to matched typical children, suggesting that they do not have a selective problem with morphosyntactic features of words. The findings provide mixed support for the dual-mechanism model.

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Corresponding author
Address for correspondence: Victoria A. Murphy, Department of Education, University of Oxford, 15 Norham Gardens, Oxford, OX2 6PY. Email: victoria.murphy@education.ox.ac.uk
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This research was funded by a grant from the ESRC RHP0043. We would like to thank all the children and schools for their willingness to take part in the studies.

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This list contains references from the content that can be linked to their source. For a full set of references and notes please see the PDF or HTML where available.

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Journal of Child Language
  • ISSN: 0305-0009
  • EISSN: 1469-7602
  • URL: /core/journals/journal-of-child-language
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