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Knowledge of binding in normal and SLI children

S L Franks1, P J Connell

  • 1Indiana University, Department of Linguistics, Bloomington 47405, USA.

Journal of Child Language
|June 1, 1996
PubMed
Summary

Children acquiring English exhibit a long-distance binding stage, unlike Specific Language Impaired (SLI) children who follow an earlier pattern. This suggests a

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Area of Science:

  • Linguistics
  • Developmental Psychology
  • Child Language Acquisition

Background:

  • Properties of reflexives, including binding domain and antecedent position, vary significantly across adult languages.
  • Generative Grammar (GB) theory offers various approaches to these properties, each with distinct implications for language acquisition.

Purpose of the Study:

  • To investigate the implications of GB theory on language acquisition by examining reflexive properties in children.
  • To test both typically developing children and children with Specific Language Impairment (SLI) for binding domain and orientation properties.

Main Methods:

  • Empirical testing of normal and SLI children's grammatical properties related to reflexive binding.
  • Analysis of children's performance on tasks assessing the domain and antecedent requirements for reflexives.

Main Results:

  • Contrary to previous assumptions, typically developing children acquiring English demonstrate a long-distance binding stage.
  • Children with SLI did not exhibit this long-distance binding, instead favoring the nearest available noun phrase (NP) as the antecedent.
  • This SLI pattern suggests an previously unidentified early binding stage in language development.

Conclusions:

  • Findings support the 'competing grammars' model of language acquisition, where learners may hold multiple, incompatible grammatical systems simultaneously.
  • The distinct patterns observed in normal and SLI children provide crucial insights into the developmental trajectory of grammatical binding.

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