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Morphosyntactic development in German-speaking individuals with Down syndrome-longitudinal data.

Bernadette Witecy1, Eva Wimmer2, Isabel Neitzel2

  • 1Department of Rehabilitation and Special Education, University of Cologne, Cologne, Germany.

Frontiers in Psychology
|July 7, 2023
PubMed
Summary

Children and adolescents with Down syndrome show slower grammar development, with limited progress after age 10. Nonverbal cognition and memory did not influence this grammatical development, suggesting tailored language therapy is needed.

Keywords:
Down syndromeexpressive grammarlanguage developmentlongitudinal studyreceptive grammarsubject-verb agreementverbal short-term memorywh-questions

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Area of Science:

  • Linguistics
  • Developmental Psychology
  • Genetics

Background:

  • Down syndrome is associated with language impairments, particularly in grammar.
  • Longitudinal studies are crucial for understanding developmental trajectories in this population.
  • The interplay between cognitive abilities and morphosyntactic development requires further investigation.

Purpose of the Study:

  • To longitudinally track receptive and expressive grammar development in German-speaking individuals with Down syndrome.
  • To investigate the role of nonverbal cognitive abilities and verbal short-term memory in morphosyntactic development.
  • To identify potential triggers for expressive grammar advancement.

Main Methods:

  • Longitudinal assessment of 17 German-speaking individuals with Down syndrome (aged 4;6-17;1 at T1).
  • Two to three assessments over 4.5-8.5 years, using standardized measures for receptive grammar, nonverbal cognition, and verbal short-term memory.
  • Elicitation tasks to evaluate expressive grammar, specifically subject-verb agreement and wh-question production.

Main Results:

  • Significant improvement in receptive grammar from T1 to T2, but progress slowed with age, diminishing after 10 years.
  • Expressive grammar gains were limited to participants mastering verbal agreement by age 10; those who didn't showed no progress in wh-question production.
  • Nonverbal cognition and verbal short-term memory did not correlate with changes in receptive or expressive grammar.

Conclusions:

  • Receptive grammar acquisition slows before adolescence in individuals with Down syndrome.
  • Subject-verb agreement mastery may act as a trigger for further expressive grammatical development.
  • Nonverbal cognitive abilities and verbal short-term memory do not appear to drive grammatical development in this population, informing clinical language therapy approaches.