Qiu Weizhe, He Xiaowei
Center for Linguistics and Applied Linguistics, Guangdong University of Foreign Studies, Guangzhou, China.
Faculty of English Language and Culture, Guangdong University of Foreign Studies, Guangzhou, China.
J Autism Dev Disord. 2025 Apr;55(4):1450-1464. doi: 10.1007/s10803-024-06271-z. Epub 2024 Mar 22.
This study examined and compared the comprehension of Mandarin ditransitive constructions in children with developmental language disorder (DLD) and children with autism spectrum disorder plus language impairment (ALI). Eighteen children with DLD, 17 children with ALI, and 27 age-matched typically developing (TDA) children, participated in a sentence-picture matching task on four patterns of Mandarin ditransitive constructions. Both children with DLD and children with ALI received significantly lower accuracy than TDA children in general and their most common errors were thematic role reversals. However, while children with ALI evinced a generalized deficit in all four patterns, only the comprehension of S1 (Subj. + Vgei + IO + DO) and S3 (Subj. + gei + IO + V + DO) was affected in children with DLD, with that of S2 (Subj. + V + DO + gei + IO) and S4 (Subj. + V + IO + DO) preserved in this population. Additionally, thematic role reversal errors were more dominant in children with DLD than in children with ALI who also committed a relatively higher proportion of Wrong Theme and No Recipient errors. It is concluded that the primary deficit of children with DLD lies in representing dependent relationships between the arguments and the verb as involved in thematic role assignment, but this is less critical in children with ALI, with their performance on the comprehension task possibly also related to other factors associated with the condition. To enhance the development of ditransitive constructions, intervention efforts for children with DLD and children with ALI could focus on strengthening the connection between each argument and its thematic role.
本研究考察并比较了发育性语言障碍（DLD）儿童和自闭症谱系障碍合并语言障碍（ALI）儿童对汉语双宾结构的理解。18名DLD儿童、17名ALI儿童和27名年龄匹配的发育正常（TDA）儿童参与了一项关于四种汉语双宾结构句型的句子-图片匹配任务。总体而言，DLD儿童和ALI儿童的准确率均显著低于TDA儿童，他们最常见的错误是题元角色反转。然而，虽然ALI儿童在所有四种句型中都表现出普遍的缺陷，但DLD儿童仅在S1（主语+给+间接宾语+直接宾语）和S3（主语+给+间接宾语+动词+直接宾语）的理解上受到影响，而S2（主语+动词+直接宾语+给+间接宾语）和S4（主语+动词+间接宾语+直接宾语）在该群体中保持完好。此外，DLD儿童的题元角色反转错误比ALI儿童更占主导地位，ALI儿童还犯了相对较高比例的错误主题和无接受者错误。研究得出结论，DLD儿童的主要缺陷在于在题元角色分配中表示论元和动词之间的依存关系，但这在ALI儿童中不太关键，他们在理解任务上的表现可能还与该病症相关的其他因素有关。为促进双宾结构的发展，针对DLD儿童和ALI儿童的干预措施可以集中在加强每个论元和其题元角色之间的联系上。
