Leonard Laurence B, Camarata Stephen M, Brown Barbara, Camarata Mary N
Purdue University, West Lafayette IN 47907, USA.
J Speech Lang Hear Res. 2004 Dec;47(6):1363-79. doi: 10.1044/1092-4388(2004/102).
Thirty-one children with specific language impairment participated in 48 intervention sessions designed to assist them in the use of 3rd-person singular -s or auxiliary is/are/was. Gains in the use of these target forms were significantly greater than gains on developmentally comparable morphemes serving as control forms. Untreated verb forms that mark both tense and agreement showed greater change during the intervention period than did past -ed. The findings suggest that by gaining skill in the use of morphemes that mark both tense and agreement, the children were able to identify and acquire other morphemes in the language that mark both of these features. This increase in sensitivity did not appear to apply to forms in the language that express tense only.
31名患有特定语言障碍的儿童参加了48次干预课程，这些课程旨在帮助他们使用第三人称单数形式的-s或助动词is/are/was。这些目标形式使用上的进步显著大于作为对照形式的、在发展阶段上相当的语素的进步。在干预期间，标记时态和一致性的未处理动词形式比过去式-ed表现出更大的变化。研究结果表明，通过在使用标记时态和一致性的语素方面获得技能，这些儿童能够识别并习得该语言中其他标记这两种特征的语素。这种敏感度的提高似乎不适用于该语言中仅表达时态的形式。
