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Specific language impairment (SLI) 20 years on: What have we learned?| old_uid | 9432 |
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| title | Specific language impairment (SLI) 20 years on: What have we learned? |
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| start_date | 2010/12/14 |
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| schedule | 15h30 |
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| online | no |
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| summary | In 1990 the view that subgroups of specific language impairment (SLI) with distinct behavioural and genetic underpinnings existed was met with scepticism. Furthermore, the existence of a relatively pure form of this disorder - Grammatical(G)-SLI - was considered controversial. I will present data spanning some 20 years from individuals with G-SLI and more general SLI that have revealed the following: (1) G-SLI provides evidence for the existence of a relatively "pure" form of Grammatical impairment alongside normally functioning auditory and non-linguistic abilities. (2) In 1996, behavioural data indicated that a strong genetic-biological factor that was consistent with an autosomal dominant inheritance underlay G-SLI. (3) Investigations of SLI illustrates that language is not one system but multiple systems or "components" (including syntax, morphology, phonology) that can be differentially impaired at the behavioural and neural level. (4) Behavioural and brain-imaging investigations reveal that, more specifically, hierarchical structures in grammatical components affecting syntax, morphology, and phonology can be impaired alongside normal auditory, and non-linguistic processing (the Computational Grammatical Complexity (CGC) hypothesis). These component deficits show independent yet cumulative impact on linguistic acquisition and performance. In contrast, I will argue that pragmatic semantic and lexical development can be relatively spared in G-SLI, but these components show secondary impairments resulting from impaired grammatical cues for learning.
The specificity of grammatical deficits in SLI has enabled us to explore the role of grammar in development and functioning of other cognitive abilities, such as scalar implicatures, number knowledge, theory of mind, and the effect of higher cognitive functions on attention and memory, and challenge some existing theories. Thus, “turning-up the microscope” on SLI and on grammatical abilities in other genetic language impairments (e.g., dyslexia, Autism, Huntington’s Disease) is starting to provide valuable insight on the biological and neural basis or cognitive development and functioning.
Finally, research findings and theoretical implications from SLI have translated into a cross-linguistic clinical and research tool. It has enable us to develop a highly focussed screening test for grammar and phonology (GAPS test), that enables children with grammatical deficits or at risk of SLI and/or dyslexia to be identified early in development so that they can receive the help they need. |
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| responsibles | Rämä |
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