Quantifiers, Pronominal and Reflexive Anaphors in Children with Specific Language Impairment
Cuantificadores, Anáforos Pronominales y Reflexivos en Niños con Trastorno Específico de Lenguaje
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Purpose: In the present study, it sought to determine the performance presented by children with SLI regarding the development of the Principles A and B of the Binding Theory.
Methodology: Cross-sectional design with a sample of 50 pre-school Chilean children from 6 years old, which was divided into a group of children with SLI (n = 25) and a group
of children with typically developing language (n = 25). Reference Pronominal Test was applied and the measurements were compared with T-Student test in SPSS. Results: Non-exist
ent significant differences in the development of the principle A between the two groups (p = 0.348 and p = 0.188 for equivalence in non-equivalence). Significant differences
were found in the assessment of Principle B (p = 0.011 in the condition of equivalence and p = 0.028 for non-equivalence), the same as the quantifiers (p <0.001). Conclusions:
Both the development of Principle B and quantifiers, children with SLI have a significantly lower performance, suggesting that they turn to semantic knowledge and not syntactic
and to respond to such stimuli. Reflective Gender neutrality would influence the understanding of them, which is not found in other languages such as English.
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