References
- Aguilar, E., Sanz-Torrent, M., & Serra, M. (2007). Influence of phonology on morpho-syntax in Romance languages in children with specific language impairment (SLI). International Journal of Language & Communication Disorders, 42(3), 325–347.
- Aguilar, E., & Serra, M. (2003). AREHA: Análisis del retraso del habla. Barcelona: Editorial Universitat de Barcelona.
- Aguilar, E., & Serra, M. (2005). AREPA: Anàlisis del retard de la parla. Barcelona: Editorial Universitat de Barcelona.
- Allopena, P. D., Magnuson, J. S., & Tanenhaus, M. K. (1998). Tracking the time course of spoken word recognition using eye movements: Evidence for continuous mapping models. Journal of Memory and Language, 38, 419–439.
- Altmann, G. T. M., & Kamide, Y. (1999). Incremental interpretation at verbs: Restricting the domain of subsequent reference. Cognition, 73, 247–264.
- Altmann, G. T. M., & Steedman, M. J. (1988). Interaction with context during human sentence processing. Cognition, 30, 191–238.
- Andreu, L., Sanz-Torrent, M., Buil, L., & MacWhinney, B. (2012). Effect of verb argument structure on picture naming in children with and without specific language impairment (SLI). International Journal of Language & Communication Disorders, 47(6), 637–653.
- Arnold, J. E., Eisenband, J., Brown-Schmidt, S., & Trueswell, J. C. (2000). The rapid use of gender information: Evidence of the time course of pronoun resolution from eyetracking. Cognition, 76, B13–B26.
- Baayen, R. H., Davidson, D. J., & Bates, D. M. (2008). Mixed-effects modeling with crossed random effects for subjects and items. Journal of Memory and Language, 59, 390–412.
- Barr, D. (2008). Analyzing “visual world” eyetracking data using multilevel logistic regression. Journal of Memory and Language, 59, 457–474.
- Belke, E., & Meyer, A. (2002). Tracking the time course of multidimensional stimulus discrimination: Analysis of viewing patterns and processing times during same-different decisions. European Journal of Cognitive Psychology, 14, 237–266.
- Bishop, D. (1997). Uncommon understanding. London: Psychology Press.
- Bock, J. K. (2004). Psycholinguistically speaking: Some matters of meaning, marking, and morphing. In B. H. Ross (Ed.), The psychology of learning and motivation (Vol. 44, pp. 109–144). San Diego, CA: Elsevier.
- Bock, K., Irwin, D. E., Davidson, D. J., & Levelt, W. J. M. (2003). Minding the clock. Journal of Memory and Language, 48, 653–685.
- Boland, J. E. (2005). Visual arguments. Cognition, 95, 237–274.
- Boland, J. E., Tanenhaus, M. K., & Garnsey, S. M. (1990). Evidence for the immediate use of verb control information in sentence processing. Journal of Memory and Language, 29, 413–432.
- Boland, J. E., Tanenhaus, M. K., Garnsey, S. M., & Carlson, G. N. (1995). Verb argument structure in parsing and interpretation: Evidence from wh-questions. Journal of Memory and Language, 34, 774–806.
- Bowerman, M., & Brown, P. (2007). Crosslinguistic perspectives on argument structure: Implications for learnability. Hillsdale, NJ: Lawrence Erlbaum.
- Capone, N., & McGregor, K. K. (2005). The effect of semantic representation on toddlers' word retrieval. Journal of Speech, Language, and Hearing Research, 48, 1468–1480.
- Conti-Ramsden, G., & Jones, M. (1997). Verb use in specific language impairment. Journal of Speech, Language and Hearing Research, 40, 1298–1313.
- Cooper, R. M. (1974). The control of eye fixation by meaning of spoken language: A new methodology for the real time investigation of speech perception, memory and language processing. Cognitive Psychology, 6, 84–107.
- Dahan, D., Magnuson, J. S., & Tanenhaus, M. K. (2001). Time course of frequency effects in spoken-word recognition: Evidence from eye movements. Cognitive Psychology, 42, 317–367.
- Dahan, D., & Tanenhaus, M. K. (2004). Continuous mapping from sound to meaning in spoken-language comprehension: Immediate effects of verb-based thematic constraints. Journal of Experimental Psychology: Learning, Memory, and Cognition, 30, 498–513.
- Dunn, L. M., Dunn, L. M., & Arribas, D. (2006). PPVT-III Peabody, Test de Vocabulario en Imágenes. Madrid: TEA Ediciones.
- Ebbels, S. H., Van der Lely, H. K. J., & Dockrell, J. E. (2007). Intervention for verb argument structure in children with persistent SLI: A randomized control trial. Journal of Speech Language and Hearing Research, 50, 1330–1349.
- Edwards, J., & Lahey, M. (1996). Auditory lexical decisions of children with specific language impairment. Journal of Speech and Hearing Research, 39, 1263–1273.
- Ellis Weismer, S., Evans, J., & Hesketh, L. (1999). An examination of verbal working memory capacity in children with specific language impairment. Journal of Speech, Language and Hearing Research, 42, 1249–1260.
- Eyer, J., & Leonard, L. (1995). Functional categories and specific language impairment: A case study. Language Acquisition, 4, 177–203.
- Ferreira, F., & McClure, K. (1997). Parsing of garden-path sentences with reciprocal verbs. Language and Cognitive Processes, 12, 273–306.
- Fletcher, P., & Garman, M. (1988). Normal language development and language impairment: Syntax and beyond. Clinical Linguistics & Phonetics, 2, 97–113.
- Garnsey, S. M., Pearlmutter, N. J., Myers, E., & Lotocky, M. A. (1997). The contributions of verb bias and plausibility to the comprehension of temporarily ambiguous sentences. Journal of Memory and Language, 37(1), 58–93.
- Gleitman, L. R., January, D., Nappa, R., & Trueswell, J. C. (2007). On the give and take between event apprehension and utterance formulation. Journal of Memory and Language, 57(4), 544–569.
- Gopnik, M. (1990). Feature-blind grammar and dysphasia. Nature, 344, 715.
- Gopnik, M., & Crago, M. B. (1991). Familial aggregation of a developmental language disorder. Cognition, 39, 1–50.
- Grela, B. G. (2003). The omission of subject arguments in children with specific language impairment. Clinical Linguistics & Phonetics, 17, 153–169.
- Grela, B. G., & Leonard, L. B. (1997). The use of subject arguments by children with specific language impairment. Clinical Linguistics & Phonetics, 11, 443–453.
- Griffin, Z. M., & Bock, J. K. (2000). What the eyes say about speaking. Psychological Science, 11, 274–279.
- Grimshaw, J. (2005). Semantic structure and semantic content in lexical representation. In J. Grimshaw (Ed.), Words and structure (pp. 75–89). Stanford, CA: CSLI Publications.
- Gropen, J., Pinker, S., Hollander, M., & Goldberg, R. (1991). Affectedness and direct objects: The role of lexical semantics in the acquisition of verb argument structure. In B. Levin, & S. Pinker (Eds.), Lexical and conceptual semantics (pp. 153–195). Oxford: Blackwell.
- Ingram, D., & Carr, L. (1994). When morphological ability exceeds syntactic ability: A case study. Poster presented at the Annual Convention of the American Speech-Language-Hearing Association, New Orleans, LA.
- Jackendoff, R. (2002). Foundations of language: Brain, meaning, grammar, evolution. Oxford: Oxford University Press.
- de Jong, J.. (1999). Specific language impairment in Dutch: Inflectional morphology and argument structure. Enxchede, NL: Print Partners Ipskamp.
- Kail, R. (1994). A method for studying the generalized slowing hypothesis in children with specific language impairment. Journal of Speech and Hearing Research, 37, 418–421.
- Kamide, Y., Altmann, G. T., & Haywood, S. L. (2003). The time-course of prediction in information in incremental sentence processing: Evidence from anticipatory eye-movements. Journal of Memory and Language, 49, 133–156.
- Katz, W., Curtiss, S., & Tallal, P. (1992). Rapid automatized naming and gesture by normal and language impaired children. Brain and Language, 43, 623–641.
- Konieczny, L., Hemforth, B., Scheepers, C., & Strube, G. (1997). The role of lexical heads in parsing: Evidence from German. Language and Cognitive Processes, 12(2/3), 307–348.
- Lahey, M., & Edwards, J. (1996). Why do children with specific language impairment name pictures more slowly than their peers? Journal of Speech and Hearing Research, 39(5), 1081–1097.
- Leonard, L. (1998). Specific language impairment. Cambridge, MA: MIT Press.
- Leonard, L. B., & Deevy, P. (2006). Cognitive and linguistic issues in the study of children with specific language disorders. In M. Traxler, & M. Gernsbacher (Eds.), Handbook of psycholinguistics (2nd ed., pp. 1143–1171). Boston, MA: Elsevier.
- Leonard, L., Nippold, M., Kail, R., & Hale, C. (1983). Picture naming in language-impaired children. Journal of Speech and Hearing Research, 26, 609–615.
- Leonard, L. B., Ellis Weismer, S., Miller, C. A., Francis, D. J., Tomblin, J. B., & Kail, R. V. (2007). Speed of processing, working memory, and language impairment in children. Journal of Speech, Language, and Hearing Research, 50, 408–428.
- Levelt, W. J. M., Roelofs, A., & Meyer, A. S. (1999). A theory of lexical access in speech production. Behavioral and Brain Sciences, 22, 1–75.
- Levin, B., & Rappaport, H. M. (1995). Unaccusativity: At the syntax-lexical semantics interface. Cambridge, MA: MIT Press.
- Loeb, D. F., & Leonard, L. B. (1988). Specific language impairment and parameter theory. Clinical Linguistics & Phonetics, 2, 317–327.
- MacDonald, M. C., Pearlmutter, N. J., & Seidenberg, M. S. (1994). The lexical nature of syntactic ambiguity resolution. Psychological Review, 101(4), 676–703.
- MacWhinney, B. (1977). Starting points. Language, 53, 152–168.
- MacWhinney, B. (2000). The CHILDES project: Tools for analyzing talk. Hillsdale, NJ: Lawrence Erlbaum.
- McGregor, K. K., & Appel, A. (2002). On the relation between mental representation and naming in a child with specific language impairment. Clinical Linguistics & Phonetics, 16, 1–20.
- McGregor, K. K., Newman, R. M., Reilly, R. M., & Capone, N. C. (2002). Semantic representation and naming in children with specific language impairment. Journal of Speech, Language, and Hearing Research, 45, 998–1014.
- McRae, K., Ferretti, T., & Amyote, L. (1997). Thematic roles as verb-specific concepts. Language and Cognitive Processes, 12(2–3), 137–176.
- Meyer, A. S., Sleiderink, A. M., & Levelt, W. J. M. (1998). Viewing and naming objectes: Eye movements during noun phrase production. Cognition, 66, B25–B33.
- Miller, C., Kail, R., Leonard, L., & Tomblin, B. (2001). Speed of processing in children with specific language impairment. Journal of Speech, Language, and Hearing Research, 44(2), 416–433.
- Montgomery, J. (2000a). Relation of working memory to off-line and real-time sentence processing in children with specific language impairment. Applied Psycholinguistics, 21, 117–148.
- Montgomery, J. (2000b). Verbal working memory and sentence comprehension in children with specific language impairment. Journal of Speech Language and Hearing Research, 43, 293–308.
- Montgomery, J. W. (1996). Sentence comprehension and working memory in children with specific language impairment. Topics in Language Disorders, 17, 19–32.
- Montgomery, J. W. (2003). Working memory and comprehension in children with specific language impairment: What we know so far. Journal of Communication Disorders, 36, 221–231.
- Montgomery, J. W. (2006). Real-time language processing in school-age children with specific language impairment. International Journal of Language & Communication Disorders, 41, 275–291.
- Montgomery, J., & Evans, J. (2009). Complex sentence comprehension in children with specific language impairment: Influence of working memory. Journal of Speech, Language, and Hearing Research, 52, 269–288.
- Oetting, J. B. (1999). Children with SLI use argument structure cues to learn verbs. Journal of Speech and Hearing Research, 42(5), 1261–1274.
- Paradis, J., & Crago, M. (2001). The morphosyntax of specific language impairment in French: An extended optional default account. Language Acquisition, 9(4), 269–300.
- Pérez, E., & Serra, M. (1998). AREL. Análisis del retraso del lenguaje. Barcelona: Ariel.
- Pickering, M. J., & Branigan, H. P. (1998). The representation of verbs: Evidence from syntactic persistence in written language production. Journal of Memory and Language, 39, 633–651.
- Pinker, S. (1990). Language acquisition. In D. N. Osherson, & H. Lasnik (Eds.), An invitation to cognitive science (Vol. 1, pp. 107–133). Cambridge, MA: MIT Press.
- Pizzioli, F., & Schelstraete, M. A. (2008). The argument-structure complexity effect in children with specific language impairment: Evidence from the use of grammatical morphemes in French. Journal of Speech, Language, and Hearing Research, 51, 706–721.
- Rafel, J. (1996). Diccionari de frequencies. Barcelona: Institut d'estudis Catalans.
- Roelofs, A. (1993). Testing a non-decompositional theory of lemma retrieval in speaking: Retrieval of verbs. Cognition, 47, 59–87.
- Royle, P., Jarema, G., & Kehayia, E. (2002). Frequency effects on visual word access in developmental language impairment. Journal of Neurolinguistics, 15, 11–41.
- Sabisch, B., Hahne, A., Glass, E., von Suchodoletz, W., & Friederici, A. D. (2006). Lexical-semantic processes in children with specific language impairment. Developmental Neuroscience, 17, 1511–1514.
- Saborit, C., & Julián, J. P. (2005). ELI – L'Avaluació del Llenguatge Infantil. Castelló de la Plana: Universitat Jaume I.
- Sanz-Torrent, M., Andreu, L., Badia, I., & Sidera, F. (2011). Argument omissions in preschool Catalan and Spanish speaking children with SLI. Infancia y Aprendizaje, 34, 49–66.
- Sanz-Torrent, M., Serrat, E., Andreu, L., & Serra, M. (2008). Verb morphology in Catalan and Spanish in children with specific language impairment: A developmental study. Clinical Linguistics & Phonetics, 22, 459–474.
- Schelletter, C., Sinka, I., Fletcher, P., & Ingham, R. (1999). English speaking SLI children's use of locative/contact and causative alternations. In M. Garman, C. Letts, B. Richards, C. Schelletter, & S. Edwards (Eds.), Issues in normal and disordered child language: From phonology to narrative (pp. 106–117). Reading: The New Bulmershe Papers, University of Reading.
- Sebastián, N., Martí, M. A., Carreiras, M., & Cuetos, F. (2000). LEXESP. Léxico informatizado del español. Barcelona: Edicions Universitat de Barcelona.
- Serra, M., Serrat, E., Solé, R., Bel, A., & Aparici, M. (2000). La adquisición del lenguaje. Barcelona: Ariel.
- Spivey, M. J., Tanenhaus, M. K., Eberhard, K. M., & Sedivy, J. C. (2002). Eye movements and spoken language comprehension: Effects of visual context on syntactic ambiguity resolution. Cognitive Psychology, 45, 447–481.
- Stark, R. E., & Tallal, P. (1981). Selection of children with specific language deficits. Journal of Speech and Hearing Disorders, 46, 114–122.
- Tanenhaus, M. K., Spivey-Knowlton, M. J., Eberhard, K. M., & Sedivy, J. C. (1995). Integration of visual and linguistic information in spoken language comprehension. Science, 268, 1632–1634.
- Thordardottir, E. T., & Ellis Weismer, S. (2002). Verb argument structure weakness in SLI in relation to age and utterance length. Clinical Linguistics & Phonetics, 16, 233–250.
- Tomblin, J. B., Records, N. L., Buckwalter, P., Zhang, X., Smith, E., & O'Brien, M. (1997). Prevalence of specific language impairment in kindergarten children. Journal of Speech and Hearing Research, 40(6), 1245–1260.
- Trueswell, J. C., Sekerina, I., Hill, N. M., & Logrip, M. L. (1999). The Kindergarten path effect: Studying on-line sentence processing in young children. Cognition, 73, 89–134.
- Trueswell, J. C., Tanenhaus, M., & Garnsey, S. (1994). Semantic influences on parsing: Use of thematic role information in syntactic disambiguation. Journal of Memory and Language, 33, 285–318.
- Trueswell, J. C., Tanenhaus, M., & Kello, C. (1993). Verb-specific constraints in sentence processing: Separating effects of lexical preference from garden-paths. Journal of Experimental Psychology: Learning, Memory and Cognition, 19, 528–553.
- Valle-Arroyo, F. (1999). Normas de Imaginabilidad. Oviedo: Servicio de Publicaciones Universidad de Oviedo.
- Van der Lely, H. (1994). Cannonical linking rules: Forward versus reverse linking in normally developing and specifically language-impaired children. Cognition, 51, 29–72.
- Van der Meulen, F. F. (2001). Moving eyes and naming objects. Nijmegen: MPI series in Psycholinguistics.
- Van der Meulen, F. F. (2003). Coordination of eye gaze and speech in sentence production. In H. Härtl, & H. Tappe (Eds.), Mediating between concepts and grammar (pp. 39–63). Berlin: Mouton de Gruyter.
- Verhoeven, A. L., & Van Balkom, J. (2004). Classification of developmental language disorders. Hillsdale, NJ: Lawrence Erlbaum Associates.
- Watkins, R. (1994). Specific language impairments in children: An introduction. In A. R. Watkins, & M. L. Rice (Eds.), Specific language impairments in children (pp. 1–15). Baltimore, MD: Paul H. Brookes Publishing.
- Wechsler, D., Cordero, A., & de la Cruz, M. V. (1993). Wechsler Intelligence Scale for Children, Revised (WISC-R, Spanish version). Madrid: TEA Editions.