ArticleJournal of speech, language, and hearing research : JSLHR2024
Verb Vocabulary Supports Event Probability Use in Developmental Language Disorder.
Article in Journal of speech, language, and hearing research : JSLHR, 2024. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 3 papers, 1 of them a synthesis that pooled it.
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Who cites it
3 citing papers in PubMed, 1 synthesis or guideline pooled it, 3 citations in OpenAlex.
- Eye-tracking studies on developmental language disorder: a systematic review.Frontiers in psychology · 2026Pooled it
- Recovery from semantic prediction violations during sentence processing in preschoolers with and without developmental language disorder.Journal of experimental child psychology · 2027Article
- Situation models support referential prediction at 36 months of age.Developmental psychology · 2026Article
Corrections and comments
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Authors and funding
6 authors at 1 institution in 1 country.
Funding
Abstract
purposeChildren with developmental language disorder (DLD) tend to interpret noncanonical sentences like passives using event probability (EP) information regardless of structure (e.g., by interpreting "The dog was chased by the squirrel" as "The dog chased the squirrel"). Verbs are a major source of EP information in adults and children with typical development (TD), who know that "chase" implies an unequal relationship among participants. Individuals with DLD have poor verb knowledge and verb-based sentence processing. Yet, they also appear to rely more on EP information than their peers. This paradox raises two questions: (a) How do children with DLD use verb-based EP information alongside other information in online passive sentence interpretation? (b) How does verb vocabulary knowledge support EP information use?
methodWe created novel EP biases by showing animations of agents with consistent action tendencies (e.g., clumsy vs. helpful actions). We then used eye tracking to examine how this EP information was used during online passive sentence processing. Participants were 4- to 5-year-old children with DLD (
resultsIn Experiment 1, children with DLD quickly integrated verb-based EP information with morphosyntax close to the verb but failed to do so with distant morphosyntax. In Experiment 2, the quality of children's sentence-specific verb vocabulary knowledge was positively associated with the use of EP information in both groups.
conclusionDepending on the morphosyntactic context, children with DLD and TD used EP information differently, but verb vocabulary knowledge aided its use. SUPPLEMENTAL MATERIAL: https://doi.org/10.23641/asha.25491805.
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