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Differences on morphological and phonological processing between typically developing children and children with Down

Miguel Lázaro¹, Elena Garayzábal, Esther Moraleda

¹Dpt of Psychology, Universidad de Castilla la Mancha, Spain. miguel.lazaro@uclm.es

Research in Developmental Disabilities

|May 7, 2013

Summary

Children with Down syndrome (Ds) show differences in morphological processing compared to typically developing (TD) children. The study found task-dependent effects of base frequency and ending phonemes on pluralization in both groups.

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Area of Science:

Linguistics
Developmental Psychology
Cognitive Science

Background:

Individuals with Down syndrome (Ds) exhibit known deficits in morphosyntactic abilities compared to typically developing (TD) children.
Limited research exists on the specific morphological processing capabilities of children with Ds.
Understanding morphological processing is crucial for a comprehensive view of language development in Ds.

Purpose of the Study:

To investigate the morphological Base Frequency (BF) effect in children with Ds and TD children.
To explore how different tasks influence morphological processing in these groups.
To identify potential relationships between morphological processing and known morphosyntactic deficits in Down syndrome.

Main Methods:

Two experiments were conducted: a definition task and a pluralization task.
The Base Frequency (BF) effect was examined in both tasks.
A phonological variable, Ending phoneme, was also analyzed in the pluralization task.

Main Results:

A significant Base Frequency (BF) effect was observed in the definition task for both groups.
In the pluralization task, the BF effect was not significant, but the Ending phoneme variable was significant.
Children with Ds performed significantly lower than TD children on both tasks.

Conclusions:

Morphological processing in children with Down syndrome is complex and task-dependent.
Working memory and phonological factors may play a role in the observed differences.
These findings contribute to understanding language development disparities in Down syndrome.