Morphosyntactic difficulties in orally-trained children with hearing loss: Explanatory proposals and their relation to other cognitive abilities
Language development of children with prelingual hearing loss who acquire oral language through hearing devices (CHL) often lags behind that of children with typical development. In order to design intervention and training programs aimed at enabling them to reach their maximum linguistic potential,...
| Autores principales: | , , |
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| Formato: | Artículo revista |
| Lenguaje: | Español |
| Publicado: |
Facultad de Lenguas. Universidad Nacional del Comahue
2024
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| Materias: | |
| Acceso en línea: | https://revele.uncoma.edu.ar/index.php/lingustica/article/view/5594 |
| Aporte de: |
| id |
I22-R128-article-5594 |
|---|---|
| record_format |
ojs |
| institution |
Universidad Nacional del Comahue |
| institution_str |
I-22 |
| repository_str |
R-128 |
| container_title_str |
Repositorio de Revistas Electrónicas REVELE (UNComahue) |
| language |
Español |
| format |
Artículo revista |
| topic |
children with hearing loss morphosyntax sentence comprehension and production explanatory proposals cognition working memory sequencing critical period niños con hipoacusia morfosintaxis comprensión y producción de oraciones propuestas explicativas cognición memoria de trabajo secuenciación periodo crítico |
| spellingShingle |
children with hearing loss morphosyntax sentence comprehension and production explanatory proposals cognition working memory sequencing critical period niños con hipoacusia morfosintaxis comprensión y producción de oraciones propuestas explicativas cognición memoria de trabajo secuenciación periodo crítico Taboh, Analí R. Gattei, Carolina A. Shalom, Diego E. Morphosyntactic difficulties in orally-trained children with hearing loss: Explanatory proposals and their relation to other cognitive abilities |
| topic_facet |
children with hearing loss morphosyntax sentence comprehension and production explanatory proposals cognition working memory sequencing critical period niños con hipoacusia morfosintaxis comprensión y producción de oraciones propuestas explicativas cognición memoria de trabajo secuenciación periodo crítico |
| author |
Taboh, Analí R. Gattei, Carolina A. Shalom, Diego E. |
| author_facet |
Taboh, Analí R. Gattei, Carolina A. Shalom, Diego E. |
| author_sort |
Taboh, Analí R. |
| title |
Morphosyntactic difficulties in orally-trained children with hearing loss: Explanatory proposals and their relation to other cognitive abilities |
| title_short |
Morphosyntactic difficulties in orally-trained children with hearing loss: Explanatory proposals and their relation to other cognitive abilities |
| title_full |
Morphosyntactic difficulties in orally-trained children with hearing loss: Explanatory proposals and their relation to other cognitive abilities |
| title_fullStr |
Morphosyntactic difficulties in orally-trained children with hearing loss: Explanatory proposals and their relation to other cognitive abilities |
| title_full_unstemmed |
Morphosyntactic difficulties in orally-trained children with hearing loss: Explanatory proposals and their relation to other cognitive abilities |
| title_sort |
morphosyntactic difficulties in orally-trained children with hearing loss: explanatory proposals and their relation to other cognitive abilities |
| description |
Language development of children with prelingual hearing loss who acquire oral language through hearing devices (CHL) often lags behind that of children with typical development. In order to design intervention and training programs aimed at enabling them to reach their maximum linguistic potential, it is crucial to identify which aspects of language present difficulties for them and what are the causes behind these difficulties. This work focuses on the morphosyntactic skills of CHL at the sentence level and their relationship with other cognitive abilities. These children often have good comprehension and production of simple canonical sentences but encounter many difficulties with complex structures, such as sentences with non-canonical word order or embedding. The aim of this work is to present a narrative review of different accounts of the morphosyntactic difficulties in CHL. Different proposals attribute these difficulties to perceptual limitations, insufficient exposure to language during the critical period for acquisition, or underdeveloped memory or sequencing skills as a consequence of insufficient exposure to sound at early ages. Although there is supporting evidence for each of these proposals, it is not consistent. Given the heterogeneity that characterizes the population of CHL, it is possible that all proposals point to relevant factors whose weight varies in CHL with different linguistic, clinical, and cognitive profiles. |
| publisher |
Facultad de Lenguas. Universidad Nacional del Comahue |
| publishDate |
2024 |
| url |
https://revele.uncoma.edu.ar/index.php/lingustica/article/view/5594 |
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I22-R128-article-55942024-11-30T03:59:17Z Morphosyntactic difficulties in orally-trained children with hearing loss: Explanatory proposals and their relation to other cognitive abilities Dificultades morfosintácticas en niños con hipoacusia oralizados: propuestas explicativas y su relación con otras habilidades cognitivas Taboh, Analí R. Gattei, Carolina A. Shalom, Diego E. children with hearing loss morphosyntax sentence comprehension and production explanatory proposals cognition working memory sequencing critical period niños con hipoacusia morfosintaxis comprensión y producción de oraciones propuestas explicativas cognición memoria de trabajo secuenciación periodo crítico Language development of children with prelingual hearing loss who acquire oral language through hearing devices (CHL) often lags behind that of children with typical development. In order to design intervention and training programs aimed at enabling them to reach their maximum linguistic potential, it is crucial to identify which aspects of language present difficulties for them and what are the causes behind these difficulties. This work focuses on the morphosyntactic skills of CHL at the sentence level and their relationship with other cognitive abilities. These children often have good comprehension and production of simple canonical sentences but encounter many difficulties with complex structures, such as sentences with non-canonical word order or embedding. The aim of this work is to present a narrative review of different accounts of the morphosyntactic difficulties in CHL. Different proposals attribute these difficulties to perceptual limitations, insufficient exposure to language during the critical period for acquisition, or underdeveloped memory or sequencing skills as a consequence of insufficient exposure to sound at early ages. Although there is supporting evidence for each of these proposals, it is not consistent. Given the heterogeneity that characterizes the population of CHL, it is possible that all proposals point to relevant factors whose weight varies in CHL with different linguistic, clinical, and cognitive profiles. Los niños con hipoacusia prelingual que adquieren una lengua oral a través de equipamiento auditivo (NHO) suelen tener un desarrollo lingüístico inferior al de los niños con desarrollo típico. Para poder diseñar programas de intervención y entrenamiento destinados a permitirles alcanzar su máximo potencial lingüístico, es crucial identificar qué aspectos del lenguaje les presentan dificultades y cuáles son las causas detrás de ellas. Este trabajo se enfoca en las habilidades morfosintácticas de los NHO a nivel oracional y su relación con otras habilidades cognitivas. Estos niños suelen tener una buena comprensión y producción de oraciones simples canónicas, pero presentan muchas dificultades con estructuras complejas, como oraciones con orden no canónico o con subordinación. El objetivo de este trabajo es presentar una revisión narrativa de diversas propuestas que intentan explicar las dificultades morfosintácticas de los NHO. Distintas propuestas atribuyen estas dificultades a limitaciones perceptuales, a una exposición insuficiente al lenguaje durante el periodo crítico para su adquisición, o a habilidades de memoria o de secuenciación subdesarrolladas como consecuencia de una exposición insuficiente al sonido a edades tempranas. Si bien para cada propuesta existe evidencia empírica, esta no es consistente. Dada la heterogeneidad característica de la población, es posible que todas las propuestas señalen factores relevantes cuyo peso varíe en niños con distintos perfiles lingüísticos, clínicos y cognitivos. Facultad de Lenguas. Universidad Nacional del Comahue 2024-11-30 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://revele.uncoma.edu.ar/index.php/lingustica/article/view/5594 10.5281/zenodo.14035083 Quintú Quimün. Revista de lingüística; No. 8 (2) (2024); Q104 Quintú Quimün. Revista de lingüística; Núm. 8 (2) (2024); Q104 2591-541X spa https://revele.uncoma.edu.ar/index.php/lingustica/article/view/5594/62488 https://creativecommons.org/licenses/by-nc-sa/4.0 |