Comprehension of exhaustive wh-questions of typically developing preschool children

On-line processing of wh-questions in children with G-SLI and typically developing children.

BACKGROUND The computational grammatical complexity (CGC) hypothesis claims that children with G(rammatical)-specific language impairment (SLI) have a domain-specific deficit in the computational system affecting syntactic dependencies involving 'movement'. One type of such syntactic dependencies is filler-gap dependencies. In contrast, the Generalized Slowing Hypothesis claims that SLI childre...

Who did Buzz see someone? Grammaticality judgement of wh-questions in typically developing children and children with Grammatical-SLI

This paper tests claims that children with Grammatical(G)-SLI are impaired in hierarchical structural dependencies at the clause level and in whatever underlies such dependencies with respect to movement, chain formation and feature checking; that is, their impairment lies in the syntactic computational system itself (the Computational Grammatical Complexity hypothesis proposed by van der Lely ...

The comprehension of Wh questions in three subtypes of SLI

This study explored Wh question comprehension in Hebrew-speaking children with syntactic SLI (S-SLI), comparing which and who questions and subject and object questions. The participants were 14 Hebrew-speaking children with S-SLI aged 9;3-12;0, and the control group included 25 typically developing children aged 9;1-10;0. The study used two binary picture selection tasks. The results indicated...

The comprehension of Wh questions in three subtypes of

This study explored Wh question comprehension in Hebrew-speaking children with syntactic SLI (S-SLI), comparing which and who questions and subject and object questions. The participants were 14 Hebrew-speaking children with S-SLI aged 9;3-12;0, and the control group included 25 typically developing children aged 9;1-10;0. The study used two binary picture selection tasks. The results indicated...

Subject-Object Asymmetry in Child Comprehension of Wh-Questions