Version 1
: Received: 1 July 2024 / Approved: 2 July 2024 / Online: 3 July 2024 (11:52:20 CEST)
How to cite:
Urrutia, M.; Sanhueza, S.; Marrero, H.; Pino, E. J.; Troncoso-Seguel, M. Neural correlates of Telicity in Spanish Speaking Children with and without Developmental Language Disorder. Preprints2024, 2024070287. https://doi.org/10.20944/preprints202407.0287.v1
Urrutia, M.; Sanhueza, S.; Marrero, H.; Pino, E. J.; Troncoso-Seguel, M. Neural correlates of Telicity in Spanish Speaking Children with and without Developmental Language Disorder. Preprints 2024, 2024070287. https://doi.org/10.20944/preprints202407.0287.v1
Urrutia, M.; Sanhueza, S.; Marrero, H.; Pino, E. J.; Troncoso-Seguel, M. Neural correlates of Telicity in Spanish Speaking Children with and without Developmental Language Disorder. Preprints2024, 2024070287. https://doi.org/10.20944/preprints202407.0287.v1
APA Style
Urrutia, M., Sanhueza, S., Marrero, H., Pino, E. J., & Troncoso-Seguel, M. (2024). Neural correlates of Telicity in Spanish Speaking Children with and without Developmental Language Disorder. Preprints. https://doi.org/10.20944/preprints202407.0287.v1
Chicago/Turabian Style
Urrutia, M., Esteban J. Pino and María Troncoso-Seguel. 2024 "Neural correlates of Telicity in Spanish Speaking Children with and without Developmental Language Disorder" Preprints. https://doi.org/10.20944/preprints202407.0287.v1
Abstract
It is broadly acknowledged that children with Developmental Language Disorder (DLD) show verb-related limitations. While most previous studies in Spanish have focused on tense, the mastery of lexical aspect—particularly telicity—has not been the primary focus of much research. Lexical aspect refers to whether an action has a defined endpoint (telic verbs) or not (atelic verbs). This study investigates the effect of telicity on verb recognition in Chilean children with DLD compared to their typically developing (TD) peers using the Event-Related Potential (ERP) technique. The research design is a mixed factorial design with between-group factors of 2 (DLD/TD) and within-group factors of 2 (telic/atelic verbs) and 2 (coherent/incoherent sentences). Participants included 36 school-aged children (18 DLD, 18 TD) aged 7 to 7 years and 11 months. The task required subjects to listen to sentences that either matched or did not match an action in a video, with sentences including telic or atelic verbs. The study found notable differences between groups in how they processed verbs (N400 and post-N400 components) and direct objects (N400 and P600 components). DLD children struggled to differentiate telic and atelic verbs, potentially because they employed overgeneralization strategies consistent with the Event Structural Bootstrapping model.
Copyright:
This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
