Structural priming in children with and without specific language impairment
Carol A Miller1, Patricia Deevy
1The Pennsylvania State University, University Park, PA 16802-3100, USA. cam47@psu.edu
Primary Objective:
To determine if structural priming can be demonstrated in young children with and without specific language impairment (SLI).
Research Design:
A mixed-model design was used to compare children with SLI to two groups of typically developing (TD) children, and to compare priming conditions.
Methods And Procedures:
Eighteen children with SLI and 36 TD children (18 matched on age and 18 matched on MLU) participated. Children were asked to describe drawings compatible with both a transitive or an intransitive sentence structure, after being primed with one of the structures.
Results:
All groups of children were more likely to produce transitive sentences when they had just heard and repeated a transitive prime. Children with SLI did not differ from the other groups.
Conclusions:
Children with SLI show similar priming effects to TD children. Priming has promise as a method for investigating production factors in typical and atypical language development.
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