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  PROCEDURAL LEARNING ACROSS MODALITIES IN FRENCH SPEAKING CHILDREN WITH SPECIFIC LANGUAGE IMPAIRMENT.Gabriel, Audrey  ; Meulemans, Thierry ; et alin Applied Psycholinguistics (2013) It has been suggested that the language problems encountered in specific language impairment (SLI) arise from basal ganglia abnormalities that lead to impaired procedural memory. However, recent serial ... [more ▼] It has been suggested that the language problems encountered in specific language impairment (SLI) arise from basal ganglia abnormalities that lead to impaired procedural memory. However, recent serial reaction time (SRT) studies did not reveal any differences between the SLI and typically developing (TD) groups on the measures of procedural memory, linked to visual sequence learning. In this paper, sixteen children with and without SLI were compared on two versions of SRT tasks: a visual task and an auditory one. Results showed that children with SLI were as fast as their TD peers in both modalities. All the children obtained similar specific sequence learning indices, indicating that they were able to detect regularities in both modalities. While children with SLI were as accurate as their TD peers for the visual SRT task, they made more errors than their TD peers in auditory SRT conditions. The results indicate that, in relation to procedural memory, the core of the impairment in SLI is not linked to difficulties in the detection of regularities. We argue that when children with SLI present some difficulties, the children’s weaknesses might depend on the type of processing involved (e.g. tasks involving auditory sequences). [less ▲] Detailed reference viewed: 19 (5 ULg)The development of morphosyntactic complexity’s markers in French-speaking children with specific language impairmentPrigent, Gaïd ; ; Magis, David et alPoster (2012, June) Detailed reference viewed: 62 (16 ULg)The influence of the token frequency on the generalization of construction schemas in French-speaking children with SLILeroy, Sandrine ; ; et alPoster (2012, June) Constructivist approach (Goldberg, 1995 ; Tomasello, 2003) postulates that children build their linguistic system from their own linguistic experience. To be productive with their language, children have ... [more ▼] Constructivist approach (Goldberg, 1995 ; Tomasello, 2003) postulates that children build their linguistic system from their own linguistic experience. To be productive with their language, children have to generalize construction schemas to never heard items. Because children with SLI seem to show limited morphosyntactic creativity and variability, we hypothesize that they would have difficulties to generalize their construction schemas what would hinder their access to the most abstract level of their linguistic competence. Given this lack of productivity of construction schemas in children with SLI, they would produce more lexicalized forms than abstract form what would lead to a limitation of the linguistic competence. The aim of our study was to test if children with SLI had more difficulties than children with typical language development (TLD) to generalize a schema to new items. Given the role of the token frequency in the abstraction of construction schemas (cf. Bybee, 1995), we decided to create a task in which we manipulated this variable. [less ▲] Detailed reference viewed: 23 (4 ULg)Analogical reasoning in children with specific language impairmentLeroy, Sandrine ; ; Maillart, Christelle in Clinical Linguistics & Phonetics (2012), 26(4), Usage-based theory considers analogical reasoning as a cognitive process required in language development. We hypothesized that difficulties with analogical reasoning could hinder the abstraction of ... [more ▼] Usage-based theory considers analogical reasoning as a cognitive process required in language development. We hypothesized that difficulties with analogical reasoning could hinder the abstraction of construction schemas, thus slowing down morphosyntactic development for children with specific language impairment (SLI). We also hypothesized, in accordance with usage-based theory, that the same analogy mechanism is shared by linguistic and non-linguistic processes. The current study investigated the performance of 15 children with SLI in comparison with age-matched peers on a nonlinguistic analogical reasoning task. Our experimental setting targeted two prerequisites of analogical reasoning: structural alignment and the discovery of relational similarity in comparison with perceptual similarity. The results obtained are compatible with our hypotheses according to which children with SLI would encounter problems building more abstract construction schemas, related to difficulties with analogical reasoning. The study also shows that children with SLI have specific cognitive difficulties regardless of their linguistic development. [less ▲] Detailed reference viewed: 40 (11 ULg)F-LARSP 1.0: An Adaptation of the LARSP Language Profile for French.Maillart, Christelle ; ; in Clinical Linguistics & Phonetics (2012), 2 The LARSP (Language Assessment, Remediation and Screening Procedure) (Crystal et al., 1976) is a linguistic profile commonly used by researchers and clinicians to carry out detailed analyses of the ... [more ▼] The LARSP (Language Assessment, Remediation and Screening Procedure) (Crystal et al., 1976) is a linguistic profile commonly used by researchers and clinicians to carry out detailed analyses of the grammar and morphology of children’s spontaneous language samples. This paper discusses the methods used to adapt the profile from English to French using a large corpus of child language in order to accurately assign morphosyntactic structures to age-based stages. [less ▲] Detailed reference viewed: 69 (12 ULg)F-LARSP: A Computerized Tool for Measuring Morphosyntactic Abilities in French.; Maillart, Christelle ; in Ball, Martin J.; Crystal, David; Fletcher, Paul (Eds.) Assessing Grammar: The Languages of LARSP. (2012) Detailed reference viewed: 57 (7 ULg)Morphosyntactic disorders as a consequence of categorization difficulty in children with specific language impairmentLeroy, Sandrine ; ; et alPoster (2011, July 21) Detailed reference viewed: 40 (5 ULg)Incidental non linguistic regularities learning in Children withGabriel, Audrey ; Meulemans, Thierry ; et alPoster (2011, July) Recent studies on specific language impairment (SLI) have suggested that language deficits could be partly explained by the Procedural Deficit hypothesis (PDH; Ullman & Pierpont, 2005). Tomblin et al ... [more ▼] Recent studies on specific language impairment (SLI) have suggested that language deficits could be partly explained by the Procedural Deficit hypothesis (PDH; Ullman & Pierpont, 2005). Tomblin et al. (2007) and Lum et al. (2009; 2011) obtained data supporting this interpretation with the serial reaction time (SRT) task, as well as Evans et al. (2009) and Plante et al. (2002) with artificial grammar tasks. Recently, Gabriel et al. (2011) obtained contrasting results, showing that children with SLI were able to detect non linguistic regularities during a SRT task. The aim of this study was to assess the PDH by using a non-linguistic artificial grammar learning tasks in order to mimic real conditions of language acquisition. Twenty-three children with SLI and their typically developing (TD) peers are compared on a task in which the incidental learning sequence was presented through visual shapes via a laptop.These results confirm our previous study (Gabriel et al., 2011) by showing that children with SLI detect the rules in non-linguistic conditions. • So, contrary to results of previous studies (Evans et al., 2009; Lum et al., 2009; 2011; Plante et al., 2002; Tomblin et al., 2007), this study does not confirm the PDH in children with SLI, or at least suggests that, if present, the deficit of the procedural system in SLI is not going beyond the language system. [less ▲] Detailed reference viewed: 59 (11 ULg)F-LARSP: une adaptation francophone du LARSP. Premières donnéesMaillart, Christelle ; ; Scientific conference (2011, June 17) Detailed reference viewed: 70 (4 ULg)The perceptual and verbal analogical reasoning in children with specific language impairment (SLI)Leroy, Sandrine ; ; et alPoster (2011, June) Detailed reference viewed: 22 (5 ULg)Categorization and abstraction of construction schemas in children with specific language impairmentLeroy, Sandrine ; Duquet, Adèle ; et alPoster (2010, September 10) Detailed reference viewed: 60 (10 ULg)Linking abstract form and grammatical function : a construction-grammar experiment; Maillart, Christelle Poster (2010, September 09) Detailed reference viewed: 21 (3 ULg)Le manque de variabilité des schémas de construction comme facteur explicatif des difficultés morphosyntaxiques chez les enfants dysphasiquesLeroy, Sandrine ; ; et alConference (2010, July 06) Detailed reference viewed: 50 (4 ULg)Analogical processes in language development in children with specific language impairmentLeroy, Sandrine ; ; et alPoster (2010, June 26) Constructivist approach (Goldberg, 1995; Tomasello, 2003) considers that analogical reasoning is a cognitive process which underlies the abstraction of the linguistic forms and the construction of more ... [more ▼] Constructivist approach (Goldberg, 1995; Tomasello, 2003) considers that analogical reasoning is a cognitive process which underlies the abstraction of the linguistic forms and the construction of more abstract linguistic schemas. When children hear two utterances such as “John eats an apple” and “She sees a bird”, they can infer the abstract schema [Subject Verb Object] by realizing analogies between the two utterances. Morphosyntactic disorders encountered by children with specific language impairment (SLI) could be caused by problems with analogies, what would hinder their abstraction of construction schemas. Consequently, children with SLI would be less productive with their language and would use more fixed linguistic forms. Owing to these problems of generalization, the morphosyntactic development of children with SLI would be slow down [less ▲] Detailed reference viewed: 81 (18 ULg)F-LARSP. French Language Assessment Remediation and Screening ProcedureMaillart, Christelle ; ; Conference (2010, June) This paper presents the adaptation of the LARSP (Language Assessment, Remediation and Screening Procedure) (Crystal et al., 1976) from English into French based on the analysis of a corpus of French ... [more ▼] This paper presents the adaptation of the LARSP (Language Assessment, Remediation and Screening Procedure) (Crystal et al., 1976) from English into French based on the analysis of a corpus of French speaking children ranging between the ages of 18 months and 5 years. Included is a description of particularities of French morphosyntax and the ensuing adaptations that are reflected on the new French LARSP (F-LARSP) chart. The LARSP is a linguistic profile commonly used by researchers and clinicians to carry out “comprehensive and consistent linguistic analysis” (Ball, 1999); more specifically a detailed analysis of the grammar and morphology of children’s spontaneous language samples. The profile was developed in a manner that allows the user to clearly see the child’s grammatical strengths and weaknesses in relation to their chronological age. This is made possible by the notion that the order in which syntactic structures are acquired is relatively stable, at least until the approximate age of 5. Correlation of a child’s morphosyntactic production to their age provides the therapist with vital information regarding an array of areas including the possible diagnosis of language impairment, remediation planning, and measuring treatment efficacy carried out since the last profiling session. The tool is therefore useful for professionals working with children who are suspected of or who have been diagnosed with having forms of language difficulties such as Specific Language Impairment (SLI) where morphology and syntax are commonly affected. The utility of the LARSP, originally designed for Anglophone use, has led to its adaptation to several other languages. Those which have been published for an international audience include Welsh (1988), Dutch (1987), Irish (1990) and Persian (1998). [less ▲] Detailed reference viewed: 135 (4 ULg)Nouvelles propositions pour la recherche et l’évaluation du langage chez les enfants dysphasiques.; Maillart, Christelle in Gruaz, C.; Jacquet-Pfau, C. (Eds.) Autour du mot : pratiques et compétences. (2010) Les troubles spécifiques de développement du langage (TSDL), dont les formes sévères sont appelées dysphasies, sont caractérisés par un développement lent et anormal du langage. Par définition, les ... [more ▼] Les troubles spécifiques de développement du langage (TSDL), dont les formes sévères sont appelées dysphasies, sont caractérisés par un développement lent et anormal du langage. Par définition, les enfants ayant ce type de trouble ne doivent pas présenter d’autres déficits attestés qu’ils soient cognitifs ou neurologiques. Il existe de nombreux profils développementaux de TSDL qui peuvent évoluer au cours de leur développement, ce qui les rend difficiles à caractériser. L’origine des TSDL est actuellement inconnue et les nombres études sur le sujet sont parfois contradictoires. Nous avançons un ensemble de propositions cliniques et théoriques pour remédier à ces difficultés : • Les TSDL sont un nom générique pour trois types de troubles clairement différenciés : la dyspraxie développementale verbale, la dysphasie linguistique , et les troubles pragmatiques du langage. • Il n'existe pas une cause unique pour les TSDL. Au contraire, chaque TSDL est la conséquence de la présence chez l’enfant d’une conjonction de déficits de base. • Chaque TSDL est le résultat d'un déroulement anormal du développement du langage. Ces anomalies apparaissent lorsque plus d'une partie du système est déficiente et que les mécanismes naturels de compensation du système deviennent inefficaces. • Les phénomènes de compensation sont eux-mêmes des phénomènes langagiers et de ce fait ils interfèrent avec l'évaluation langagière proprement dite. Pour comprendre le fonctionnement cognitif et langagier dans sa complexité, il est nécessaire pour le diagnostic et la prise en charge d’utiliser une évaluation de capacités sous-jacentes non-langagières. • Les bases neurologiques plausibles du langage et de son développement doivent être prises en compte pour offrir de nouvelles hypothèses et thèmes de recherche pour le travail futur sur les TSDL. [less ▲] Detailed reference viewed: 385 (26 ULg)L'influence de la fréquence d'occurrence sur l'abstraction des schémas de construction linguistiques chez les enfants dysphasiquesLeroy, Sandrine ; ; et alPoster (2009, December 04) Detailed reference viewed: 241 (34 ULg)DISLOCATIONS AS DEVELOPMENTAL MARKERS IN THE FRENCH LANGUAGE : DEVELOPMENTAL AND PATHOLOGICAL STUDIESMaillart, Christelle ; ; Poster (2009, June 06) Detailed reference viewed: 28 (4 ULg)Morphosyntactic disorders in children with specific language impairment (SLI): a constructivist approachLeroy, Sandrine ; ; Maillart, Christelle Poster (2009, June 06) Detailed reference viewed: 141 (23 ULg)Les difficultés morphosyntaxiques des enfants présentant des troubles spécifiques du langage oral: une approche constructivisteLeroy, Sandrine ; ; Maillart, Christelle in Rééducation Orthophonique (2009), 238 The Construction and Usage-based Theory (CUT) combines two main approaches drawn from cognitive linguistics: construction grammar and usage-based theory. The CUT emphasizes the fact that language ... [more ▼] The Construction and Usage-based Theory (CUT) combines two main approaches drawn from cognitive linguistics: construction grammar and usage-based theory. The CUT emphasizes the fact that language structures progressively emerge through the use of general cognitive processes. Most new forms produced by a child are built upon his/her own previous productions that he/she complexifies and generalizes to construct more abstract forms. These hypotheses have been tested with normally-developing children but have not yet been tested on children with specific language impairment (SLI). In this paper, we put forward several hypotheses drawn from constructivistic approaches to explain morphosyntactic difficulties displayed by children with SLI. Their goal is to create a theoretical framework for future behavioral studies. [less ▲] Detailed reference viewed: 291 (44 ULg)
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