Language Development Articles Critique Assignment Paper

Language Development Articles CritiqueNameInstitutional AffiliationDate
Article
title

Claim =hypothesis

Evidence for the claim

Limitations of study
(Methodology, etc.)

Characteristics of SLI relevant to phonological-based

Characteristics of SLI relevant to grammar-based

Characteristics of SLI relevant to working-memory

SLI Phonology 1
Phonological processing in subjects with specific Language Impairment

SLI has an effect on the hearing perception alterations, memory deficit and limits the processing ability of the brain.

Majority of the SLI children who were used in the two studies that were carried showed alterations in PP skills. Children with limited phonologic ability were also observed to have developed other difficulties that are associated with SLI Languages.

The investigation that was used in the study is non- procedural as such and therefore the results that will obtained will be having various deficits. Exclusion of the children who had shown a history language communication problems would affect the outcome of the study. They should have been included in the study since they were included in the previous study of phonologic language communication difficulties.

SLI Children were observed to be having phonologic deficit as compared to the other children with TLD. It is due to the difference in creation and retention of representations in working memory CITATION Ana14 \l 1033 (Ana & Simone, 2014).(p 5)

SLI showed slow learning skills in the study. The slow speed was associated with the alterations in phonological presentations. The SLI showed a slow ability of memorising vocabulary and reading comprehension sentences p. 5.

Children with SLI show limited storage working and storage memory which is the cause of the LSI difficulties that are experienced by the children.

SLI Phonology 4
Past-Tense Morphology and Phonological Deficits in Children With Dyslexia and Children With Language Impairment.

Past tense morphology problem is associated with children with dyslexia as compared to the ones who have oral language impairment.

Studies carried out revealed that the children with dyslexia and LI have similar problems phonological awareness and also they faced difficulties in realising the past tense of the various words that were used in the study.

Unlike the other studies carried out, this study focused on the use of other features such as paste tense. However, morphologies such as past tense are likely to affect the results of the study since its more of IQ and the other students who were used in the study might not be native English speakers. The age of the children will also be a bias of the results that will be obtained. Children as low as 6 months were used in the study.

Aspects of morphological processing are observed to be the cause of poor phonological awareness among the children. It was also observed that phonological was very essential for the children to determine the present and the past tense of a given verb.

Children with reading impairments had problem with inflectional morphology. The inflectional morphology involved difficulties with the plurals and the past tense verbs CITATION Eri12 \l 1033 (Erin K, Marc F, Amy S., & Alexandra, 2012).

The children were observed to produce and make the same errors in their pronunciation. For instance due to the influence of overregulation, they would say sleep-sleeped. Such difficulties affected the communication skills of the children in various environments.

SLI Phonology 3
Phonological Representation in Children with SLI

The hypothesis for the study is that the children with SLI have difficulties in processing information that is based on sounds which also includes the way the children store and access phonological presentations in Lexicon.

There were two groups that were used in the study. The Age Matched (AM) and the SLI group. Results obtained showed that the AM groups showed better performance on most of the tasks that were done than the SLI group.

Lack of valid and flexible reliable measures that can be used with the phonological presentations.

SLI children showed more imprecise phonological presentation than the age matched and language matched groups. It therefore means that the SLI children are likely to develop poor language skills.

The study suggests that the ability of the SLI children to learn new words is associated with the difficulties that the children face in creating phonological presentations of new words and establishing a link between the presentations that they receive CITATION Mar12 \l 1033 (Mary & Suze, 2012).

SLI Children showed a weaker working memory. It was difficult for them to memorise words that they had been given their low ability to master the phonological presentations in Lexicon.

Van Der Lely Rosen
Evidence for a grammar-specific deficit in children

Developmental language and grammatical deficit cannot be attributed to or linked to retardation or auditory difficulties that are experienced by SLI children.

AZ- the boy used in the research performed so well on the auditory and the cognitive tasks that he was given while at the same time exhibited severe grammatical impairments. The investigation does not show how SLI children perform in their work memory.

The use of one case study of AZ to act as a representative of the children with SLI impairments is a weakness of the validity of the data that will be obtained during the study. The study should have involved more case studies and participants so that the data that will be obtained will be used to draw a conclusion.

SLI did not influence the ability of the child to perform the various auditory and cognitive tasks.

AZ showed grammatical mistakes in the test. Out of the 18 questions that he was given he scored 15 of them contained so many grammatical which in other terms translates to 83% CITATION Hea98 \l 1033 (Heather, Stuart, & Alastair, 1998).

No investigation carried.

Syntax 2
Grammatical Difficulties in Children with Specific Language Impairment:

Grammatical deficits arise when the learning system is more biased towards the memorization exemplars.

Statistical method of learning proved to be more beneficial to LSI children. It helped to improve the mastering ability of the brain and the grammatical memory skills.

Reliance on the other secondary sources to prove the hypothesis. There were no investigations carried out but they rather relied on previous research in the matter. Previous research may be biased and outdated thus giving inconsistent results.

No investigation carried.

Learning non adjacent relationship was one of the leading causes of grammatical deficit among the children.

Short term memory among the children would not be associated with SLI. Short term working memory among the children was associated with poor statistical learning skills. Statistical learning can therefore be used to develop memorizing ability of the children CITATION Hsi \l 1033 (Hsinjen & Dorothy).

Marshal Ebbels
Investigating the impact of prosodic Complexity on the Speech of Children with Specific Language

Children with SLI showed numerous language deficits such as various problems in word repetition. It therefore limits the ability of children to acquire language that they can use in their communication.

A test that was given to the LSI students showed that there were problems that were associated with language capture and memorisation of words.

Data was based on a small proportion of the people affected with LSI.

Input processing deficits such as poor memory capacity and limited processing ability of the brain interferes with the language acquisition process and phonology of SLI people.

SLI children who are poor at retaining short term presentation of speech words are also poor in forming long term presentations of words CITATION CHL \l 1033 (CHLOE, SUSAN, & HARRIS).

SLI children have an impaired phonological system. The participants used in the study showed that there was a relationship between the foot structure of the inflected verb and the inflection of the syllables.

SLI Memory 5

Semantic, Lexical, rational and phonological factors influence short term memory in children.

SLI children were found to have impaired STM in comparison to younger language match control children.

Study was carried out on the basic factor that LSI is caused by short memory among the children. Other factors were therefore not put into consideration.

Phonological structure development is one of the factors that influenced the capacity of the SLI children to memorise various words that were used in the study.

Linguistic abilities of the LSI children contributed to the immediate or slow recall of the linguistic material that was used in the test paradigm.

Short memory deficit among the LSI children was associated with lexical and semantic factors that were used in the study.

Joanisse and Seidenberg 2004

Grammatical deficits in SLI are as a result of impaired speech perceptions.

Behavioural studies that were carried out showed that deficits in LSI children were associated with linguistic competence.

Introduction of subtle inputs in the phonological unit are likely to affect the outcome since it was not included in the other tests.

Phonological presentations of sentences in working memory is the source of syntactic acquisition deficits in SLI. Impairment in phonology among the SLI children causes comprehension difficulties that were experienced by the children

The grammatical judgements that were carried out on the LSI children were based on a number of features such as the ability to use pronouns and construct sentences in a clear manner. The results that were obtained showed that ability of LSI children to correctly construct and pronounce sentences were based in various factors such as their age and the master of the phonological structure.

Working memory relies greatly on the phonological code of the SLI children. It also has an influence on sentence comprehension given the big role that it plays in maintaining sentence constituents.

Relevant Work Memory and Specific Language

Children with specific language impairment (SLI) demonstrate significant language impairments despite the normal range of hearing and non-verbal IQ.

It was discovered that the childhood and adulthood literatures are rich with examples of robust correlations that demonstrate that when they were young they did not have any LSI problems. However, among the LSI children, it was observed that the development of their IQ was affected and thus they would take long to do a sample math question.

Research was mainly based on one factor: the IQ development of the children with LSI. It should be remembered that there are various factors such as age and any history of impairment among the children.

The work memory capacity of LSI children influenced their performance in academics.

Children with SLI showed slow vocabulary growth. The children also had difficulties in learning new words.

Deficits in the working memory and the rate of processing speed in children with SLI could lead to a widespread negative effects in the process of learning of the SLI children.

SLI Morphology Usage and Awareness in children.

There is a relationship that exists between oral language usage and morphological awareness.

SLI children would be better than the LM children and thus it indicates that there is a strong association between awareness and language usage among the children.

Most of the SLI children who were the participants in the study had previously received language therapy which made them to be more aware about language use. As such, the results might not be consistent with the others since they were done randomly.

The relationship between linguistic and metalinguistic ability cannot at all be attributed to the metalinguistic demands in language testing.

SLI children acquire grammatical skills normally just like the other kids. However the grammatical skills that they acquire are later omitted in the higher level of the language development of the children CITATION Kar95 \l 1033 (Karen M, 1995).

No investigation carried.

SLI Phonology 2 Impairment in children.

Proving the phonological deficit hypothesis. It proposes that a perceptual deficit can lead to a phonological deficit.

Children with SLI had problems with the various forms of past tense that were used in the study.

Factors like pronunciation by the SLI was nor accounted for in the study. It emphasized mainly on use of paste tenses of various words thus leaving out other main determinant paralinguistic features CITATION Mar04 \l 1033 (Marc F, 2004).

SLI is an essential tool that can be used to examine the influence of phonology on past tense usage. SLI also relates to other common phonological language ...