Stanford Emily, Delage Hélène
Faculty of Humanities, Department of English Language and Literature, University of Geneva, Geneva, Switzerland.
Department of Psychology, University of Milano-Bicocca, Milano, Italy.
Clin Linguist Phon. 2023 Jan 2;37(1):17-51. doi: 10.1080/02699206.2021.2006789. Epub 2021 Dec 29.
This study investigated how thematic priming via visual and linguistic cues influences the choice of syntactic voice in healthy French-speaking adults and in French-speaking children with typical and atypical development. In particular, we focused on children with attention deficit hyperactivity disorder (ADHD) and developmental language disorder (DLD), two clinical groups with documented syntactic difficulties. Twenty adults (= 24;7) and 60 children aged 6-11 (20 typically developing, 20 with DLD and 20 with ADHD) were presented with agent or patient cues that progressively increased in strength over three conditions: a no cue condition, a visual cue condition with two cue types (perceptual vs. referential) and a linguistic cue condition with two cue types (topicalization of the agent/patient with and without subsequent sentence initiation). Results showed that all participants produced more passives after having been presented with a patient cue, regardless of cue type (cue > no cue), but linguistic cues facilitated the production of passives significantly more than visual cues (linguistic cue > visual cue). We also found that children with DLD were more sensitive than children with ADHD to visual cues (DLD > ADHD), which were more implicit than the linguistic cues and may have required more attentional resources. The opposite pattern (ADHD > DLD) was true for the linguistic cues, which required syntactic processing. These findings highlight how the development of dynamic tools using cue modality and cue sensitivity might be useful for discriminating children with and without syntactic impairment.
本研究调查了通过视觉和语言线索进行的主题启动如何影响健康的法语成年人以及发育正常和发育异常的法语儿童对句法语态的选择。具体而言，我们重点关注患有注意力缺陷多动障碍（ADHD）和发育性语言障碍（DLD）的儿童，这两个临床组存在已被记录的句法困难。向20名成年人（平均年龄24岁7个月）和60名6至11岁的儿童（20名发育正常、20名患有DLD、20名患有ADHD）呈现施事或受事线索，这些线索在三种条件下强度逐渐增加：无线索条件、具有两种线索类型（感知型与指称型）的视觉线索条件以及具有两种线索类型（施事/受事的主题化，有无后续句子起始）的语言线索条件。结果表明，所有参与者在呈现受事线索后都产生了更多的被动语态句子，无论线索类型如何（线索条件>无线索条件），但语言线索比视觉线索更显著地促进了被动语态句子的产生（语言线索>视觉线索）。我们还发现，患有DLD的儿童比患有ADHD的儿童对视觉线索更敏感（DLD>ADHD），视觉线索比语言线索更含蓄，可能需要更多的注意力资源。对于需要句法处理的语言线索，情况则相反（ADHD>DLD）。这些发现凸显了利用线索模态和线索敏感性开发动态工具对于区分有无句法损伤的儿童可能是有用的。
