Cover not available

In:Cross-linguistic Influence in Bilingualism: In honor of Aafke Hulk
Edited by Elma Blom, Leonie Cornips and Jeannette Schaeffer
[Studies in Bilingualism 52] 2017
► pp. 259–278

Get fulltext from our e-platform
JBE logo with link
PDF logo with download linkDownload Book PDF
EPUB logo with download linkDownload Book EPUB
authorization required

Past tense production in children with SLI and bilingual children

The influence of vocabulary and non-word repetition

 | University of Amsterdam
 | University of Amsterdam
Published online: 19 December 2017
DOI logo with link
https://doi.org/10.1075/sibil.52.12ris
Abstract
We investigated whether (1) 7–9-year-old children with SLI, bilingual children (BIL) and monolingual (TD) children differed on Dutch past tense production of real and pseudo-verbs and (2) whether non-word repetition (NWR), receptive vocabulary, and group status contributed to past tense production. Past tense patterned as SLI < BIL < TD, for NWR as SLI < BIL = TD and for vocabulary SLI = BIL < TD. Vocabulary and SLI group status were significant predictors of real-verb past tense inflection. SLI and bilingual group status were predictors of pseudo-verb past tense inflection. These findings confirm the association between vocabulary and past tense and the difficulty that children with SLI and bilingual children have with both skills.
Article outline
  • Introduction
    • Past tense in children with SLI and bilingual children
    • Relation between phonology and past tense
    • Relation between vocabulary and past tense
    • Overview of present study
  • Methods
    • Participants
    • Tasks
    • Past tense: Stimuli
    • Past tense: Task
    • Receptive vocabulary
    • Non-word repetition
    • Procedure
    • Data analysis
  • Results
    • Correlations and regression analysis
  • Discussion
  • References
References (57)
References
Adriaans, F. (2006). PhonotacTools (Test version). [Computer program]. Utrecht Institute of Linguistics OTS, Utrecht University, the Netherlands.Google Scholar logo with link to Google Scholar
Archibald, L. M., Joanisse, M. F., & Shepherd, M. (2008). Associations between key language-related measures in typically developing school-age children. Zeitschrift für Psychologie/Journal of Psychology, 216(3), 161–171. Google Scholar logo with link to Google Scholar
Baayen, R. H., Piepenbrock, R., & Van Rijn, H. (1993). The CELEX lexical database (CD-Rom). Philadelphia, PA.Google Scholar logo with link to Google Scholar
Bishop, D. V. M. (2014). Problems with tense marking in children with specific language impairment: Not how but when. Philosophical Transactions of the Royal Society, B 369: 20120401.Google Scholar logo with link to Google Scholar
Bishop, D. V., Adams, C. V., & Norbury, C. F. (2006). Distinct genetic influences on grammar and phonological short‐term memory deficits: evidence from 6‐year‐old twins. Genes, Brain and Behavior, 5(2), 158–169. Google Scholar logo with link to Google Scholar
Bleses, D., Basboll, H., & Vach, W. (2011). Is Danish difficult to acquire? Evidence from Nordic past tense studies. Language and Cognitive Processes, 26(8), 1193–1231. Google Scholar logo with link to Google Scholar
Blom, E., & Paradis, J. (2013). Past tense production by English second language learners with and without Language Impairment. Journal of Speech, Language, and Hearing Research, 56(1), 281–294. Google Scholar logo with link to Google Scholar
Conti-Ramsden, G., & Jones, M. (1997). Verb use in specific language impairment. Journal of Speech, Language, and Hearing Research, 40(6), 1298-1313. Google Scholar logo with link to Google Scholar
Conti-Ramsden, G., Botting, N., & Faragher, B. (2001). Psycholinguistic markers for specific language impairment (SLI). Journal of Child Psychology and Psychiatry, 42(6), 741–748. Google Scholar logo with link to Google Scholar
De Bree, E., Rispens, J., & Gerrits, E. (2007). Non‐word repetition in Dutch children with (a risk of) dyslexia and SLI. Clinical Linguistics & Phonetics, 21(11–12), 935–944. Google Scholar logo with link to Google Scholar
De Bree, E., Van der Ven, S., & Van der Maas, H. (2017). The Voice of Holland: Allograph production in written Dutch past tense inflection. Language Learning and Development, 13(3), 215-240. Google Scholar logo with link to Google Scholar
De Schryver, J., Neijt, A., Ghesquière, P., & Ernestus, M. (2013). Zij surfde, maar hij durfte niet. De spellingproblematiek van de zwakke verleden tijd in Nederland en Vlaanderen. [She surfed, but he dared not. The spelling difficulties of the weak past tense in The Netherlands and Flanders]. Dutch Journal of Applied Linguistics, 2(2), 133–151 Google Scholar logo with link to Google Scholar
Engel de Abreu, P. M. (2011). Working memory in multilingual children: Is there a bilingual effect?. Memory, 19(5), 529-537. Google Scholar logo with link to Google Scholar
Engel de Abreu, P. M., & Gathercole, S. E. (2012). Executive and phonological processes in second-language acquisition. Journal of Educational Psychology, 104(4), 974. Google Scholar logo with link to Google Scholar
Ernestus, M., & Baayen, H. (2001). Choosing between the Dutch past tense suffixes -te and -de. Linguistics in the Netherlands, 18, 77–88. Google Scholar logo with link to Google Scholar
Estes, K. G., Evans, J. L., & Else-Quest, N. M. (2007). Differences in the nonword repetition performance of children with and without specific language impairment: A meta-analysis. Journal of Speech, Language, and Hearing Research, 50(1), 177–195. Google Scholar logo with link to Google Scholar
Gathercole, S. E. (2006). Nonword repetition and word learning: The nature of the relationship. Applied Psycholinguistics, 27(04), 513–543.Google Scholar logo with link to Google Scholar
Hoff, E., Core, C., Place, S., Rumiche, R., Señor, M., & Parra, M. (2012). Dual language exposure and early bilingual development. Journal of child language, 39(1), 1-27. Google Scholar logo with link to Google Scholar
Hsu, H. J., Tomblin, J. B., & Christiansen, M. H. (2014). Impaired statistical learning of non-adjacent dependencies in adolescents with specific language impairment. Frontiers in Psychology, 5, 175. Google Scholar logo with link to Google Scholar
Hulk, A., & Unsworth, S. (2010). Bilingualism as a kind of therapy? Applied Psycholinguistics, 31(02), 297–303. Google Scholar logo with link to Google Scholar
Joanisse, M. F., & Seidenberg, M. S. (1998). Specific language impairment: A deficit in grammar or processing? Trends in Cognitive Sciences, 2(7), 240–247. Google Scholar logo with link to Google Scholar
Keijzer, M. (2007). Last in first out?: An investigation of the regression hypothesis in Dutch emigrants in Anglophone Canada. Utrecht: LOT/Netherlands Graduate School of Linguistics.Google Scholar logo with link to Google Scholar
Kidd, E., & Kirjavainen, M. (2011). Investigating the contribution of procedural and declarative memory to the acquisition of past tense morphology: Evidence from Finnish. Language and Cognitive Processes, 26(4–6), 794–829. Google Scholar logo with link to Google Scholar
Kohnert, K., Windsor, J., & Yim, D. (2006). Do language‐based processing tasks separate children with language impairment from typical bilinguals?. Learning Disabilities Research & Practice, 21(1), 19-29. Google Scholar logo with link to Google Scholar
Krok, W. C., & Leonard, L. B. (2015). Past tense production in children with and without Specific Language Impairment across Germanic languages: A meta-analysis. Journal of Speech, Language, and Hearing Research, 58(4), 1326–1340. Google Scholar logo with link to Google Scholar
Leonard, L. B. (2014). Children with specific language impairment (2nd ed.). Cambridge, MA: The MIT Press.Google Scholar logo with link to Google Scholar
Lum, J. A., & Conti-Ramsden, G. (2013). Long-term memory: A review and meta-analysis of studies of declarative and procedural memory in Specific Language Impairment. Topics in Language Disorders, 33(4), 282. Google Scholar logo with link to Google Scholar
Marchman, V. A., & Bates, E. (1994). Continuity in lexical and morphological development: A test of the critical mass hypothesis. Journal of Child Language, 21(2), 339–366. Google Scholar logo with link to Google Scholar
Marchman, V. A., Wulfeck, B., & Ellis Weismer, S. (1999). Morphological productivity in children with normal language and SLI: A study of the English past tense. Journal of Speech, Language, and Hearing Research, 42(1), 206–219. Google Scholar logo with link to Google Scholar
Marshall, C. R., & Van der Lely, H. K. (2007). The impact of phonological complexity on past tense inflection in children with Grammatical-SLI. Advances in Speech Language Pathology, 9(3), 191–203. Google Scholar logo with link to Google Scholar
Masoura, E. V., & Gathercole, S. E. (2005). Phonological short-term memory skills and new word learning in young Greek children. Memory, 13(3–4), 422–429.Google Scholar logo with link to Google Scholar
Matthews, D. E., & Theakston, A. (2006). Errors of omission in English-speaking children’s production of plurals and the past tense: The effects of frequency, phonology and competition. Cognitive Science, 30(6), 1027–1052. Google Scholar logo with link to Google Scholar
Messer, M. H., Leseman, P. P. M., Boom, J., & Mayo, A. Y. (2010). Phonotactic probability effect in nonword recall and its relationship with vocabulary in monolingual and bilingual preschoolers. Journal of Experimental Child Psychology, 105(4), 306–323. Google Scholar logo with link to Google Scholar
Nicoladis, E., Palmer, A., & Marentette, P. (2007). The role of type and token frequency in using past tense morphemes correctly. Developmental Science, 10(2), 237–254. Google Scholar logo with link to Google Scholar
Norbury, C. F., Bishop, D. V., & Briscoe, J. (2001). Production of English Finite Verb Morphology. A Comparison of SLI and Mild-Moderate Hearing Impairment. Journal of Speech, Language, and Hearing Research, 44(1), 165–178. Google Scholar logo with link to Google Scholar
Oetting, J., & Horohov, J. (1997). Past tense marking by children with and without specific language impairment. Journal of Speech, Language, and Hearing Research, 40(1), 62–74. Google Scholar logo with link to Google Scholar
Oostdijk, N. (2000). The spoken Dutch corpus: Overview and first evaluation. In M. Gravilidou, G. Carayannis, S. Markantonatou, S. Piperidis, & G. Stainhauer (Eds.), Proceedings of the Second International Conference on Language Resources and Evaluation (Vol. 2, pp. 887–893). Paris: European Language Resources Association.Google Scholar logo with link to Google Scholar
Owen, A. J. (2010). Factors affecting accuracy of past tense production in children with specific language impairment and their typically developing peers: The influence of verb transitivity, clause location, and sentence type. Journal of Speech, Language, and Hearing Research, 53(4), 993–1014. Google Scholar logo with link to Google Scholar
Paradis, J., Nicoladis, E., Crago, M., & Genesee, F. (2011). Bilingual children’s acquisition of the past tense: A usage-based approach. Journal of Child Language, 38(3), 554–578. Google Scholar logo with link to Google Scholar
Paradis, J., Rice, M., Crago, M., & Marquis, J. (2008). The acquisition of tense in English: Distinguishing child second language from first language and specific language impairment. Applied Psycholinguistics, 29(4), 689–722. Google Scholar logo with link to Google Scholar
Paradis, J., Schneider, P., & Duncan, T. S. (2013). Discriminating children with language impairment among English-language learners from diverse first-language backgrounds. Journal of Speech, Language, and Hearing Research, 56(3), 971–981. Google Scholar logo with link to Google Scholar
Pruitt, S. L., & Oetting, J. B. (2009). Past tense marking by African American English-speaking children as a function of socioeconomic status. Journal of Speech, Language, and Hearing Research, 52(1), 2–15. Google Scholar logo with link to Google Scholar
Rice, M. L., Tomblin, J. B., Hoffman, L., Richman, W. A., & Marquis, J. (2004). Grammatical tense deficits in children with SLI and nonspecific language impairment: Relationships with nonverbal IQ over time. Journal of Speech, Language, and Hearing Research, 47(4), 816-834. Google Scholar logo with link to Google Scholar
Rispens, J. E., & Baker, A. (2012). Nonword repetition: The relative contributions of phonological short-term memory and phonological representations in children with language and reading impairment. Journal of Speech, Language and Hearing Research, 55(3), 683–694. Google Scholar logo with link to Google Scholar
Rispens, J., & De Bree, E. (2015). Bilingual children’s production of regular and irregular past tense morphology. Bilingualism: Language and Cognition, 18(02), 290–303. Google Scholar logo with link to Google Scholar
Rispens, J. E., & De Bree, E. (2014). Past tense productivity in Dutch children with SLI: The role of phonology and frequency. Journal of Child Language, 41(1), 200–225. Google Scholar logo with link to Google Scholar
Rispens, J., Baker, A., & Duinmeijer, I. (2015). Word recognition and nonword repetition in children with language disorders: The effects of neighborhood density, lexical frequency, and phonotactic probability. Journal of Speech, Language, and Hearing Research, 58(1), 78–92. Google Scholar logo with link to Google Scholar
Schlichting, L. (2005). Peabody Picture Vocabulary Test-III NL. Amsterdam: Harcourt Test.Google Scholar logo with link to Google Scholar
Service, E. & Kohonen, V. (1995). Is the relation between phonological memory and foreign language learning accounted for by vocabulary acquisition? Applied Psycholinguistics, 16(02), 155–172. Google Scholar logo with link to Google Scholar
Thordardottir, E., & Brandeker, M. (2013). The effect of bilingual exposure versus language impairment on nonword repetition and sentence imitation scores. Journal of Communication Disorders, 46(1), 1-16. Google Scholar logo with link to Google Scholar
Thordardottir, E., Rothenberg, A., Rivard, M. E., & Naves, R. (2006). Bilingual assessment: Can overall proficiency be estimated from separate measurement of two languages? Journal of Multilingual Communication Disorders, 4(1), 1–21. Google Scholar logo with link to Google Scholar
Ullman, M. T., & Pierpont, E. I. (2005). Specific language impairment is not specific to language: The procedural deficit hypothesis. Cortex, 41(3), 399–433. Google Scholar logo with link to Google Scholar
Unsworth, S., Argyri, F., Cornips, L., Hulk, A., Sorace, A., & Tsimpli, I. (2014). The role of age of onset and input in early child bilingualism in Greek and Dutch. Applied Psycholinguistics, 35(04), 765–805. Google Scholar logo with link to Google Scholar
Vang Christensen, R. & Hansson, K. (2012). The use and productivity of past tense morphology in specific language impairment: An examination of Danish. Journal of Speech, Language, and Hearing Research, 55(6), 1671–1689. Google Scholar logo with link to Google Scholar
Verhagen, J., Leseman, P., & Messer, M. (2015). Phonological memory and the acquisition of grammar in child L2 learners. Language Learning, 65(2), 417–448. Google Scholar logo with link to Google Scholar
Verhagen, J., & Leseman, P. (2016). How do verbal short-term memory and working memory relate to the acquisition of vocabulary and grammar? A comparison between first and second language learners. Journal of Experimental Child Psychology, 141, 65–82. Google Scholar logo with link to Google Scholar
Mobile Menu Logo with link to supplementary files background Layer 1 prag Twitter_Logo_Blue