38.

Sanoudaki & Varlokosta (2014)

7 Greek-speaking DS (CA: 23 - 34 years)/14 Greek-speaking TDC (CA: 4.5 - 5.11 years)

Picture selection task (Gerken & Shady, 1998) .

Diagnostic Test of Verbal Intelligence (DVIQ; Stavrakaki & Tsimpli, 2000 )

DS: problems in the interpretation of reflexive pronouns compared to TD group, while the two groups did not differ in their interpretation of other elements (pronominal clitics, strong pronouns, and reflexives preceded by two nouns).

Deviant pattern in pronoun comprehension.

39.

Stathopoulou (2007)

8 Greek DS (CA: 12.1 - 18.7 years)/16 Greek MA-matched normal children (CA: 5.0 - 7.6 years)

Toy elicitation task (Crain & Thornton, 1998) .

Four types of relative clauses

were examined: subject and object gap relatives

with subject and object heads.

12 min. narrative language samples

DS children significantly lower performance than MA controls across all types of relative clauses.

Both groups exhibit the same pattern of performance on the four RC types (SS > OO = OS > SO).

DS participants difficulty producing complex sentence structures.

40.

Thordardottir et al. (2002)

24 American DS (CA: 12.5 - 20.4 years)/22 TDC matched on MLU (CA: 2.1 - 4.0 years)

12’ narrative language samples

DS: a greater number of complex sentences than controls.

The analysis of developmental patterns suggested a similar order of acquisition across groups.

Syntactic development in individuals with DS continues into late adolescence and is not limited to simple syntax (MLU increases).

41.

Tsakiridou (2006)

4 Greek DS (CA: 20 - 28 years, mean MA: 7.3 years)/16 TDC [from Stavrakaki, 2004 ]

Games were designed in which the adolescent asked a puppet a question about a scenario acted out with toys (Subject wh-questions, Object wh-questions)

DS: severe problems with producing wh-questions, particularly in who-subject, which and who-object questions.

TDC performed at ceiling producing far more less errors than their DS’s counterparts.

The error types produced by DS’s subjects have not been attested in typical development.

The main error types: A’-chain errors (problems with binding an empty category), case errors (problems with checking operations) and morphological errors (omission of determiners, tense errors-present instead of past tense-, gender errors).

42.

Vicari et al. (2000)

15 Italian DS (CA: 4 - 7 years, mean MA: 30.6)/15 TDC matched on MA (mean CA: 29.2 months, mean MA: 29.6)

PVB

TCV

TRF

MLU-w

DS: generally, lower performance in language abilities.

No dissociation between lexical and cognitive abilities in the two groups, but specific morphosyntactic difficulties in comprehension and production.

Two groups of children, with equivalent vocabularies, differed in the type of sentences used. DS: simpler more telegraphic sentences, difficulty in comprehending utterances involving very simple grammatical contrasts.

DS: far more errors in all word categories (articles, nouns, verbs, modifiers and prepositions), mostly omissions.

DS: significantly lower length in their spontaneous production.

Dissociation between lexical and grammatical development in the DS population.