Abstract

Agreement is a morphosyntactic dependency which is sensitive to the hierarchical structure of the clause and is constrained by the structural distance that separates the elements involved in this relation. In this paper we present two experiments, providing new evidence that Italian-speaking children with Developmental Language Disorder (DLD), as well as Typically Developing (TD) children, are sensitive to the same hierarchical and locality factors that characterise agreement in adult grammars. This sensitivity holds even though DLD children show accrued difficulties in more complex agreement configurations. In the first experiment, a forced-choice task was used to establish whether children are more affected in the computation of S-V agreement when an element intervenes hierarchically or linearly in the agreement relation: DLD children are more subject to attraction errors when the attractor intervenes hierarchically, indicating that DLD children discriminate between hierarchical and linear configurations. The second experiment, also conducted through a forced-choice task, shows that the computation of agreement in DLD children is more 'fragile' than in TD children (and also in children with a primary impairment in the phonological domain), in that it is more sensitive to the factors of complexity identified in Moscati and Rizzi's (2014) typology of agreement configurations. To capture the agreement pattern found in DLD children, we put forth a novel hypothesis: the Fragile Computation of Agreement Hypothesis. Its main tenet is that DLD children make use of the same grammatical operations employed by their peers, as demonstrated in Experiment 1, but difficulties increase as a function of the complexity of the agreement configuration.

Highlights

  • Developmental Language Disorder (DLD) is defined as a clinical condition that identifies a group of children whose poor language abilities create obstacles to communication and learning in everyday life

  • Similar problems have been attested in DLD children speaking other languages as well, suggesting that the agreement relation may be a locus of specific difficulty

  • S-DLD children performed less well than children in the Typically Developing (TD) control group, who provided the correct answer in 87.7% of cases, their global performance was above chance (one-sample t-test: t(18) = 5.23, p < .001)

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Summary

Introduction

Developmental Language Disorder (DLD) is defined as a clinical condition that identifies a group of children whose poor language abilities create obstacles to communication and learning in everyday life (see Bishop, Snowling, Thompson, Greenhalgh, & the CATALISE-2 Consortium, 2017, on the choice of this term rather than Specific Language Impairment) These problems are unlikely to resolve spontaneously and are not associated with other known biomedical conditions. Difficulties with subject– verb agreement have been reported using grammaticality judgements in Dutchand Italian-speaking children with DLD (Cantiani, Lorusso, Perego, Molteni, & Guasti, 2015; Rispens & Been, 2007) This brief review shows that in many languages, to a variable extent, verbal agreement seems to be one of the weaknesses of DLD children

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