La sensibilidad a las claves lingüísticas y el uso del género gramatical en españolun estudio con niños diagnosticados con Trastorno Evolutivo del Lenguaje

  1. Anastasiia Ogneva 1
  1. 1 Universidade da Coruña
    info

    Universidade da Coruña

    La Coruña, España

    ROR https://ror.org/01qckj285

Revista:
Círculo de lingüística aplicada a la comunicación

ISSN: 1576-4737

Ano de publicación: 2021

Número: 85

Páxinas: 73-87

Tipo: Artigo

DOI: 10.5209/CLAC.73540 DIALNET GOOGLE SCHOLAR lock_openAcceso aberto editor

Outras publicacións en: Círculo de lingüística aplicada a la comunicación

Obxectivos de Desenvolvemento Sustentable

Resumo

This article presents the results of an experimental study on grammatical gender acquisition in Spanish by children diagnosed with Developmental Language Disorder (DLD). In an elicitation task, 60 Spanish-speaking children (12 children with DLD, 48 children with typical language (TD) development) had to assign grammatical gender to nonce words which presented different combinations of linguistic cues. The findings show both quantitative and qualitative differences in grammatical gender use between groups of participants, evidencing that children are at different stages of development. Moreover, the results show that DLD children are sensitive to some masculine linguistic cues, as they use masculine gender more precisely when they are provided with more cues. Regarding feminine, although DLD children do not use it significantly better when they have two matching cues, more correct answers are observed in this case.

€ Ver financiamento

Información de financiamento

Esta investigación ha sido financiada por la Consellería de Cultura, Educación y Ordenación Universitaria de la Xunta de Galicia (ED481A-2017/279) y por la Escola Internacional de Doutoramentoda UDC e INDITEX SA (ayuda a estancias predoctorales). Quiero agradecer a todos los participantes de este estudio y a sus familias, a las instituciones educativas y a los logopedas por su ayuda en la recogida de datos. Agradezco también a Miguel Pérez Pereira por sus comentarios a las versiones previas de este trabajo.

Financiadores

Referencias bibliográficas

  • Anderson, R.T. y Lockowitz, A. (2009). How do children ascribe gender to nouns? A study of Spanish-speaking children with and without specific language impairment. Clinical Linguistics & Phonetics, 23 (7), 489-506. doi: 10.1080/02699200902844818
  • Anderson, R.T. y Souto, S.M. (2005). The use of articles by monolingual Puerto Rican Spanish-speaking children with specific language impairment. Applied Psycholinguistics, 26, 624-647. doi: 10.1017/S0142716405050332
  • Andreu, L. y Sanz-Torrent, M. (2013). Evaluación e identificación de los niños con TEL. En L. Andreu, G. Aguado, M. C. Cardona, I. Pera y M. Sanz-Torrent (eds), El Trastorno Específico del Lenguaje (pp. 89–136). Barcelona: UOC.
  • Arias-Trejo, N., Falcón, A. y Alva-Canto, E.A. (2013). The gender puzzle: toddlers’ use of articles to Access noun information. Psicológica, 34, 1-23.
  • Aronoff, M. y Fudeman, K. (2005). What is morphology? Malden, Mass.: Blackwell.
  • Auza, A. y Morgan, G. (2013). Uso de preposiciones en el recuento de una historia. Comparación de niños hispanohablantes con y sin trastorno del lenguaje. Infancia y Aprendizaje, 36 (1), 35–49. doi: 10.1174/021037013804826573
  • Bedore, L.M. y Leonard, L.B. (2001). Grammatical morphology deficits in Spanish-speaking children with specific language impairment. Journal of Speech, Language, and Hearing Research, 44, 905-924. doi: 10.1044/1092-4388(2001/072)
  • Bishop, D.V.M. (2014). Problems with tense marking in children with specific language impairment: not how but when. Philosophical Transactions of the Royal Society of London. Series B, Biological Sciences, 369 (1634), 20120401. doi: 10.1098/rstb.2012.0401
  • Bishop, D.V., Snowling, M.J., Thompson, P.A., Greenhalgh, T. y Phase 2 of CATALISE (2017). A multinational and multidisciplinary Delphi consensus study of problems with language development: Terminology. Journal of Child Psychology and Psychiatry, 58, 1068-1080. doi: 10.1371/journal.pone.0168066
  • Boloh, Y. y Ibernon, L. (2010). Gender attribution and gender agreement in 4- to 10-year-old French children. Cognitive Development, 25, 1-25. doi: 10.1016/j.cogdev.2009.09.011
  • Bortolini, U., Arfé, B., Caselli, C. M., Degasperi, L., Deevy, P. y Leonard, L.B. (2006). Clinical markers for specific language impairment in Italian: the contribution of clitics and non-word repetition. International Journal of Language and Communication Disorders, 41(6), 695-712. doi: 10.1080/13682820600570831
  • Bosch, L. y Serra, M. (1997). Grammatical morphology deficits of Spanish-speaking children with specific language impairment. Amsterdam Series in Child Language Development, 6 (69), 33–45. doi: 10.1044/1092-4388(2001/072)
  • Botting, N. y Conti-Ramsden, G. (2001). Non-word repetition and language development in children with specific language impairment (SLI). International Journal of Language and Communication Disorders, 36 (4), 515-524. doi: 10.1080/13682820110074971
  • Corbett, G.G. (1991). Gender. Cambridge: Cambridge University Press.
  • Corbett, G.G. (2006). Agreement. Cambridge: Cambridge University Press.
  • Dunn, Lloyd M., Dunn, L.M. y Arribas D. (2006). PPVT-III Peabody, Test de Vocabulario en Imágenes. Madrid: TEA Ediciones.
  • Gathercole, S.E. y Baddeley, A. D. (1990). Phonological memory deficits in language disordered children: Is there a causal connection? Journal of Memory and Language, 29 (3), 336-360. doi: 10.1016/0749-596X(90)90004-J
  • Gathercole, V. C. M. y Thomas, E. M. (2009). Bilingual first language development: dominant language takeover, threatened minority language take-up. Bilingualism: Language and Cognition, 12, 213–237. doi: 10.1017/S1366728909004015
  • Grüter, T. y Crago, M. (2012). Object clitics and their omission in child L2 French: the contributions of processing limitations and L1 transfer. Bilingualism: Language and Cognition, 15 (3), 531–549. doi: 10.1017/S1366728911000113
  • Harris, J.W. (1991). The Exponence of Gender in Spanish. Linguistic Inquiry, 22 (1), 27-62.
  • Hernández Pina, F. (1984). Teorías psicosociolingüísticas y su aplicación a la adquisición del español como lengua materna. Madrid: Siglo XXI.
  • Jackson-Maldonado, D. y Maldonado, R. (2017). Grammaticality differences between Spanish-speaking children with specific language impairment and their typically developing peers. International Journal of Language Communication Disorders, 52 (6), 750-765. doi: 10.1111/1460-6984.12312
  • Kail, R. y Müller, C.A. (2006). Developmental change in processing speed: Domain specificity and stability during childhood and adolescence. Journal of Cognition and Development, 7 (1), 119-137. doi: 10.1207/s15327647jcd0701_6
  • Karmiloff-Smith, A. (1979). A functional approach to child language. A study of determiners and reference. Cambridge: Cambridge University Press.
  • Kaufman, A.S., Kaufman N.L., Cordero Pando, A. y Calonge Romano I. (2000). K-BIT: Test breve de inteligencia de Kaufman. Madrid: TEA Ediciones.
  • Köppe, R. (2001). Object omissions in young bilingual children: assessing the evidence. Bilingualism: Language and Cognition, 4, 33–35. doi: 10.1017/S1366728901250111
  • Leonard, L.B. (2014). Children with Specific Language Impairment. Cambridge, MA: MIT Press.
  • Ogneva, A. (2020a). Gender agreement hierarchy in common gender and epicene nouns in European Spanish. Borealis: An International Journal of Hispanoc Linguisctics, 9 (1). doi: 10.7557/1.9.1.4839
  • Ogneva, A. (2020b). Research on early grammatical gender processing: what do we know about Spanish-speaking children? Estudios de Lingüística Aplicada, 72.
  • Ogneva, A. (en prensa, 2023). A review on grammatical gender acquisition in monolingual Spanish-speaking children. Onomázein, 59. doi: 10.7764/onomazein.59.0.3
  • Paradis, J., Crago, M. y Genesee, F. (2003). Object clitics as a clinical marker of SLI in French: evidence from French–English bilingual children. En B. Beachly, A. Brown and F. Conlin (eds), Proceedings of the Annual Boston University Conference on Language Development, 27 (pp. 638–649). Somerville, MA: Cascadilla.
  • Pérez-Tattam, R., Ezeizabarrena, M.J., Stadthagen-González, H. y Mueller-Gathercole, V. (2019). Gender assignment to Spanish preudowords by monolingual and Basque-Spanish bilingual children. Languages, 4, 58. doi: 10.3390/languages4030058
  • Pérez-Pereira, M. (1991). The acquisition of gender: what Spanish children tell us. Journal of Child Language, 18, 571-590. doi: 10.1017/S0305000900011259
  • Perona Jara, L. (2015). Desarrollo gramatical en niños con Trastorno Específico del Lenguaje: el género gramatical. Tesis doctoral. Madrid: Universidad Autónoma de Madrid.
  • Restrepo, M.A. y Gutiérrez-Clellen, V.F. (2001). Article use in Spanish-speaking children with language impairment. Journal of Child Language, 28, 433-452. doi: 10.1017/S0305000901004706
  • Rice, M.L., Wexler, K., y Cleave, P.L. (1995). Specific language impairment as a period of extended optional infinitive. Journal of Speech and Hearing Research, 38(4), 850–863. doi: 10.1044/jshr.3804.850
  • Tomblin, B.J, Records, N.L, Buckwalter, P., Zhang, X., Smith, E., y O’Brien, M. (1997). Prevalence of specific language impairment in kindergarten children. Journal of Speech, Language, and Hearing Research, 40, 1245–126. doi: 10.1044/jslhr.4006.1245
Fonte de datos: Dialnet