The Role of New and Old Information in the Verbal Expression of Language-Disordered Children

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Abstract
The present study used an experimental method to investigate the marking of new mad old information in the verbal expression of language-disordered children beyond the one-word stage. The results showed that language-disordered children selectively mark new information in verbal communication, just as normal children do. Language-disordered and normal children, furthermore, manifest the same developmental sequence of strategies for deemphasizing old information—children at an MLU level of 3 tend to omit it, whereas children at an MLU level of 5 tend to pronominalize it. Although both normal and language-disordered children demonstrated the same verbal strategies, a subgroup of language-disordered subjects (over halt) pro-nominalized old information more frequently than norlnal subjects. These language-disordered subjects demonstrated a proportionately different combination of language features than would be expected at their MLU level.

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