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首页> 外文期刊>Clinical linguistics & phonetics >How do children ascribe gender to nouns? A study of Spanish-speaking children with and without specific language impairment.
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How do children ascribe gender to nouns? A study of Spanish-speaking children with and without specific language impairment.

机译：儿童如何将性别归于名词？对有或没有特定语言障碍的讲西班牙语的儿童的研究。

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摘要

The purpose of this investigation was to identify how Spanish-speaking preschool children with and without specific language impairment (SLI) use the various cues available for ascribing a noun's inherent gender in the language. Via an invented word task, four types of cues were isolated and presented to each child: (1) two types of noun-internal cues (semantic transparency and word ending), and (2) two types of noun-external cues (article gender and adjective gender). Eleven children with typical language skills, 11 children with SLI, and 11 adults participated in the study. Results indicated, as expected, that adults outperformed both child groups. Significant differences were observed in the children's use of article cues, with the typical children outperforming the children with SLI. Individual data also indicate that most children with SLI were using the noun-internal cue of word ending effectively. Discussion of previous research in the area of gender agreement in Spanish-speaking children with SLI and explanations of potential reasons for the children's performance are addressed.
机译：这项调查的目的是确定有或没有特定语言障碍（SLI）的说西班牙语的学龄前儿童如何使用各种线索来区分名词的固有性别。通过发明的单词任务，隔离了四种类型的线索并将其提供给每个孩子：（1）两种类型的名词-内部线索（语义透明度和单词结尾），和（2）两种类型的名词-外部线索（文章性别）和形容词性别）。这项研究包括11名具有典型语言技能的儿童，11名SLI儿童和11名成人。结果表明，正如预期的那样，成年人的表现优于两个儿童群体。在儿童使用物品提示方面观察到了显着差异，典型儿童的表现优于SLI儿童。个别数据还表明，大多数SLI儿童有效地使用了单词结尾的名词内部提示。讨论了以前在讲西班牙语的SLI儿童中性别认同方面的研究，并解释了儿童表现的潜在原因。

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