Referring expressions and structural language abilities in children with specific language impairment: A pragmatic tolerance account
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Other documents of the author: Davies, Catherine; Andrés-Roqueta, Clara; Norbury, Courtenay Frazier
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comunitat-uji-handle2:10234/8034
comunitat-uji-handle3:10234/8637
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Title
Referring expressions and structural language abilities in children with specific language impairment: A pragmatic tolerance accountDate
2016Publisher
ElsevierISSN
0022-0965; 1096-0457Type
info:eu-repo/semantics/articlePublisher version
http://www.sciencedirect.com/science/article/pii/S0022096515002866Version
info:eu-repo/semantics/acceptedVersionSubject
Abstract
Specific language impairment (SLI) has traditionally been characterized as a deficit of structural language (specifically grammar), with relative strengths in pragmatics. In this study, comprehensive assessment of ... [+]
Specific language impairment (SLI) has traditionally been characterized as a deficit of structural language (specifically grammar), with relative strengths in pragmatics. In this study, comprehensive assessment of production, comprehension, and metalinguistic judgment of referring expressions revealed that children with SLI have weaknesses in both structural and pragmatic language skills relative to age-matched peers. Correlational analyses highlight a relationship between their performance on the experimental tasks and their structural language ability. Despite their poor performance on the production and comprehension tasks, children with SLI were able to recognize pragmatically under-informative reference relative to other types of utterance, although they imposed a less severe penalty on such expressions than typically developing peers, a pattern that supports the pragmatic tolerance account. Our novel methodology (which probed structural abilities from both the speaker’s and hearer’s perspectives as well as metalinguistic and pragmatic skills in the same sample) challenges the assumption that pragmatic errors stem from deficits in social cognition and instead supports recent findings suggesting that when the impact of structural language is isolated, pragmatic deficits may be resolved. [-]
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Journal of Experimental Child Psychology Volume 144, April 2016, Pages 98–113Rights
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