Journal of Speech, Language, and Hearing Research Vol.55 1097-1111 August 2012. doi:10.1044/1092-4388(2011/10-0215)
© American Speech-Language-Hearing Association
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Article

Syntactic Structural Assignment in Brazilian Portuguese-Speaking Children With Specific Language Impairment

Talita Fortunato-Tavaresa,,b
Claudia R. F. de Andradeb
Debora M. Befi-Lopesb
Arild Hestvikc
Baila Epsteind
Lidiya Tornyovaa
Richard G. Schwartza
a The Graduate Center, City University of New York
b Universidade de São Paulo, Brazil
c University of Delaware, Newark
d Brooklyn College, City University of New York

Correspondence to Talita Fortunato-Tavares: tfortunato{at}gc.cuny.edu

Purpose: In this study, the authors examined the comprehension of sentences with predicates and reflexives that are linked to a nonadjacent noun as a test of the hierarchical ordering deficit (HOD) hypothesis. That hypothesis and more modern versions posit that children with specific language impairment (SLI) have difficulty in establishing nonadjacent (hierarchical) relations among elements of a sentence. The authors also tested whether additional working memory demands in constructions containing reflexives affected the extent to which children with SLI incorrectly structure sentences as indicated by their picture-pointing comprehension responses.

Method: Sixteen Brazilian Portuguese-speaking children (8;4–10;6 [years;months]) with SLI and 16 children with typical language development (TLD) matched for age (±3 months), gender, and socioeconomic status participated in 2 experiments (predicate and reflexive interpretation). In the reflexive experiment, the authors also manipulated working memory demands. Each experiment involved a 4-choice picture selection sentence comprehension task.

Results: Children with SLI were significantly less accurate on all conditions. Both groups made more hierarchical syntactic construction errors in the long working memory condition than in the short working memory condition.

Conclusion: The HOD hypothesis was not confirmed. For both groups, syntactic factors (structural assignment) were more vulnerable than lexical factors (prepositions) to working memory effects in sentence miscomprehension.

KEY WORDS: specific language impairment, syntax, structural assignment, working memory, children


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