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Acquisition of Verbs with Fixed and Alternating Argument Frames |
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Bernard Grela - University of Connecticut
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SRCLD Year: |
2005 |
Presentation Type: |
Poster Presentation |
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Presentation Time: |
(na) |
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- Language Impairment, 0-5 |
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The purpose of this study was to examine the ability of children with SLI to abstract the meaning of novel verbs when they were introduced in either a fixed or alternating argument frame. Children with SLI (4;8 to 6;2) were compared to a group of younger, typically developing children matched for vocabulary development. The children were exposed to video clips depicting 27 unfamiliar action sets with a fixed intransitive, fixed transitive, or an alternating (intransitive/transitive) argument frame. A novel verb was presented while the children observed different characters performing unfamiliar actions. Following the presentation of a set of actions, the children were asked to identify the target action by pointing to one of three video clips. The results showed no difference between participant group. However, the children were likelier to identify the target actions in the fixed conditions. These results suggest that children are able to learn verbs with a fixed argument structure more quickly than verbs with an alternating argument structure. |
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