Jacobson Peggy F, Yu Yan H
Department of Communication Sciences and Disorders, St. John's University, Queens, NY.
J Speech Lang Hear Res. 2018 Oct 26;61(10):2532-2546. doi: 10.1044/2018_JSLHR-L-17-0044.
The purpose of this study is to examine changes in English past tense accuracy and errors among Spanish-English bilingual children with typical development (TD) and developmental language disorder (DLD).
Thirty-three children were tested before and after 1 year to examine changes in clinically relevant English past tense errors using an elicited production task. A mixed-model linear regression using age as a continuous variable revealed a robust effect for age. A 4-way repeated-measures analysis of variance was conducted with age (young, old) and language ability group (TD, DLD) as between-subjects variables, time (Time 1, Time 2) and verb type (regular, irregular, and novel verbs) as within-subject variables, and percent accuracy as the dependent variable. Subsequently, a 4-way repeated-measures analysis of variance was conducted to measure the overall distribution of verb errors across 2 time points.
Overall, children produced regular and novel verb past tense forms with higher accuracy than irregular past tense verbs in an elicitation task. Children with TD were more accurate than children with DLD. Younger children made more improvement than older children from Time 1 to Time 2, especially in the regular and novel verb conditions. Bare stem and overregularization were the most common errors across all groups. Errors consisting of stem + ing were more common in children with DLD than those with TD in the novel verb condition.
Contrary to an earlier report (Jacobson & Schwartz, 2005), the relative greater difficulty with regular and novel verbs was replaced by greater difficulty for irregular past tense, a pattern consistent with monolingual impairment. Age was a contributing factor, particularly for younger children with DLD who produced more stem + ing errors in the novel verb condition. For all children, and particularly for those with DLD, an extended period for irregular past tense learning was evident. The results support a usage-based theory of language acquisition and impairment.
本研究旨在考察具有典型发育（TD）和发育性语言障碍（DLD）的西班牙语-英语双语儿童在英语过去式准确性和错误方面的变化。
33名儿童在1年前后接受测试，使用诱发产出任务来考察临床相关英语过去式错误的变化。以年龄作为连续变量的混合模型线性回归显示年龄有显著影响。进行了一项四因素重复测量方差分析，将年龄（年轻、年长）和语言能力组（TD、DLD）作为组间变量，时间（时间1、时间2）和动词类型（规则动词、不规则动词和新动词）作为组内变量，准确率作为因变量。随后，进行了一项四因素重复测量方差分析，以测量两个时间点动词错误的总体分布。
总体而言，在诱发任务中，儿童产出规则动词和新动词过去式形式的准确率高于不规则过去式动词。TD儿童比DLD儿童更准确。从时间1到时间2，年幼儿童比年长儿童有更大的进步，尤其是在规则动词和新动词条件下。词干裸用和过度规则化是所有组中最常见的错误。在新动词条件下，DLD儿童中由词干+ing组成的错误比TD儿童更常见。
与早期报告（雅各布森和施瓦茨，2005年）相反，规则动词和新动词相对更大的难度被不规则过去式更大的难度所取代，这一模式与单语障碍一致。年龄是一个影响因素，特别是对于在新动词条件下产生更多词干+ing错误的年幼儿童DLD。对于所有儿童，尤其是DLD儿童，明显需要更长时间来学习不规则过去式。结果支持基于用法的语言习得和障碍理论。
