Binding theory and grammatical specific language impairment in children.

This study investigates the intrasentential assignment of reference to pronouns (him, her) and anaphors (himself, herself) as characterized by Binding Theory in a subgroup of "Grammatical specifically language-impaired" (SLI) children. The study aims to (1) provide further insight into the underlying nature of Grammatical SLI in children and (2) elucidate the relationship between different sources of knowledge, that is, syntactic knowledge versus knowledge of lexical properties and pragmatic inference in the assignment of intrasentential coreference. In two experiments, using a picture-sentence pair judgement task, the children's knowledge of the lexical properties versus syntactic knowledge (Binding Principles A and B) in the assignment of reflexives and pronouns was investigated. The responses of 12 Grammatical SLI children (aged 9:3 to 12:10) and three language ability (LA) control groups of 12 children (aged 5:9 to 9:1) were compared. The results indicated that the SLI children and the LA controls may use a combination of conceptual-lexical and pragmatic knowledge (e.g., semantic gender, reflexive marking of the predicate, and assignment of theta roles) to help assign reference to anaphors and pronouns. The LA controls also showed appropriate use of the syntactic knowledge. In contrast, the SLI children performed at chance when syntactic information was crucially required to rule out inappropriate coreference. The data are consistent with an impairment with the (innate) syntactic knowledge characterized by Binding Theory which underlies reference assignment to anaphors and pronouns. We conclude that the SLI children's syntactic representation is underspecified with respect to coindexation between constituents and the syntactic properties of pronouns. Support is provided for the proposal that Grammatical SLI children have a modular language deficit with syntactic dependent structural relationships between constituents, that is, a Representational Deficit with Dependent Relationships (RDDR). Further consideration of the linguistic characteristics of this deficit is made in relation to the hypothesized syntactic representations of young normally developing children.