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Vol. 17. Issue 2.
Pages 79-91 (January 1997)
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Vol. 17. Issue 2.
Pages 79-91 (January 1997)
Dificultades cognitivas y lingüísticas en los niños con trastorno específico del lenguaje
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M. Serra i Raventos
Corresponding author
mserra@psi.ub.es

Correspondencia: Passeig de la Vall d’Hebró 171. 08035 Barcelona.
Departament de Psicologia Bàsica, Universitat de Barcelona
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Resumen

En la línea de otros trabajos anteriores (RLFA, 13, 1, 2-13), ahora se amplía la muestra a 12 niños y sus controles, de 6 a 9 años, y se profundiza en las cuestiones cognitivas y lingüísticas, especialmente centrados en las omisiones y en los errores que cometen los niños con Trastorno de Lenguaje (TL). La revisión general de los demás resultados muestra que a pesar del mayor número de estas omisiones y errores, y una diferencia importante en su incidencia al expresar contenidos complejos versus simples, las diferencias son básicamente cuantitativas. Los esperados problemas de concordancia verbal y nominal han sido claros, pero no han superado en algunos casos los de la omisión, por ejemplo, en el caso de los Determinantes. Las omisiones, pero muy especialmente las de núcleos lexicales (no pronominales, ni de verbos copulativos) apuntan a problemas cognitivos, tanto conceptuales (construcción de proposiciones y estructuras argumentales) como pragmáticos (información incompleta o mal seleccionada para el interlocutor) que los niños del grupo control no tienen. Parece, pues, que se manifiesta una dificultad especial en representar, conceptuar y poner en forma lingüística todo aquello que es variable, y todo lo que es dependiente, o debe ser jerarquizado, para ser expresable.

Palabras clave:
Dificultades específicas del lenguaje
Desarrollo cognitivo
Adquisición del lenguaje
Summary

Following the same line started by previous works (RLFA, 13, 1, 2-13) the sample is now increased to 12 children and their controls, from 6 to 9 years of age, and we study in depth cognitive and linguistic questions, especially focusing on the omissions and the mistakes which children with Language Trastorns (LT) make. One of the first important results is that of productions which are impossible to understand, and the omissions of a nucleus formed by verbs and nouns which are only found in the children belonging to the group with LT. The general review of the rest of results shows that, despite the higher number of these omissions and mistakes, and an important difference in its incidence when expressing complex contents versus simple ones, the differences are basically quantitative ones. The expected problems according to verbal and nominal concordance have been clear, but they have not surpassed those problems related to omission, such as the case of determinants. The omissions, but especially those which refer to lexical kernels (apart from pronominal or copulative verbs) point to cognitive problems, conceptual (construction of statements and argumental structures) as well as pragmatical (incomplete information or information which is badly selected for the interlocutor) which the children belonging to the control group do not have. There seems to be a special difficulty to represent, deem and express linguistically all those things which are variable, and everything which is dependent, or must be hierarchized, so that it can be expressed.

Key words:
Specific Language Impairment
Cognitive development
Language acquisition

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