Cromer R F
J Autism Dev Disord. 1981 Mar;11(1):57-74. doi: 10.1007/BF01531341.
Five areas of research concerned with language acquisition--cognitive processes, semantics, pragmatics, phonology, and syntax--are reviewed in terms of their contribution to understanding language disorders. Two views of cognitive processes are discussed. One of these, emphasizing cognitive mechanisms such as short-term memory, is seen as providing possible explanations for some types of language deficits. The other, a concern with conceptual knowledge, is subjected to a critical analysis questioning how complete an explanation it is able to offer for some aspects of language acquisition. Problems of definition are also discussed when semantic aspects of language are considered. Problems in the pragmatic component of language are seen as providing an explanation for particular aspects of language disorder in some autistic children. The importance of focusing on phonology as a central grammatical process is discussed and linked to dyslexia and to spelling disorders. Finally, it is argued that the acquisition of syntactic structure is not yet understood. Impairments such as a hierarchical planning order deficit may affect syntactic ability and lead to disordered language, as found in some types of developmentally aphasic children. It is concluded that it is important to study all five areas of the title, and their interrelationships, if various language disorders are to be adequately understood.
本文从对理解语言障碍的贡献方面，综述了与语言习得相关的五个研究领域——认知过程、语义学、语用学、音系学和句法。文中讨论了认知过程的两种观点。其中一种强调诸如短期记忆等认知机制，被视为可为某些类型的语言缺陷提供可能的解释。另一种关注概念知识，受到批判性分析，质疑其对语言习得某些方面的解释有多完整。在考虑语言的语义方面时，也讨论了定义问题。语言语用成分中的问题被视为可为一些自闭症儿童语言障碍的特定方面提供解释。文中讨论了将音系学作为核心语法过程加以关注的重要性，并将其与诵读困难和拼写障碍联系起来。最后，有人认为句法结构的习得尚未得到理解。诸如层次规划顺序缺陷等损伤可能会影响句法能力并导致语言紊乱，正如在某些类型的发育性失语儿童中所发现的那样。结论是，如果要充分理解各种语言障碍，研究标题中的所有五个领域及其相互关系很重要。
