Moyle Maura Jones, Ellis Weismer Susan, Evans Julia L, Lindstrom Mary J
University of Wisconsin, Madison , USA.
J Speech Lang Hear Res. 2007 Apr;50(2):508-28. doi: 10.1044/1092-4388(2007/035).
This study examined the longitudinal relationships between lexical and grammatical development in typically developing (TD) and late-talking children for the purposes of testing the single-mechanism account of language acquisition and comparing the developmental trajectories of lexical and grammatical development in late-talking and TD children.
Participants included 30 children identified as late talkers (LTs) at 2;0 (years;months), and 30 TD children matched on age, nonverbal cognition, socioeconomic status, and gender. Data were collected at 5 points between 2;0 and 5;6.
Cross-lagged correlational analyses indicated that TD children showed evidence of bidirectional bootstrapping between lexical and grammatical development between 2;0 and 3;6. Compared with the TD group, LTs exhibited less evidence of syntactic bootstrapping. Linear mixed-effects modeling of language sample data suggested that the relationship between lexical and grammatical growth was similar for the 2 groups.
Lexical and grammatical development were strongly related in both groups, consistent with the single-mechanism account of language acquisition. The results were mixed in terms of finding longitudinal differences in lexical-grammatical relationships between the TD and late-talking children; however, several analyses suggested that for late-talking children, syntactic growth may be less facilitative of lexical development.
本研究考察了发育正常（TD）儿童和学语迟缓儿童词汇与语法发展之间的纵向关系，旨在检验语言习得的单一机制理论，并比较学语迟缓儿童与TD儿童词汇和语法发展的轨迹。
研究对象包括30名在2岁时被确定为学语迟缓的儿童，以及30名在年龄、非语言认知、社会经济地位和性别方面与之匹配的TD儿童。在2岁至5岁6个月之间的5个时间点收集数据。
交叉滞后相关分析表明，TD儿童在2岁至3岁6个月期间词汇与语法发展之间存在双向引导的证据。与TD组相比，学语迟缓儿童句法引导的证据较少。语言样本数据的线性混合效应模型表明，两组词汇与语法增长之间的关系相似。
两组的词汇和语法发展都密切相关，这与语言习得的单一机制理论一致。在TD儿童和学语迟缓儿童的词汇-语法关系中发现纵向差异的结果喜忧参半；然而，多项分析表明，对于学语迟缓儿童来说，句法发展对词汇发展的促进作用可能较小。
