The acquisition of language has been a field of study rather new to research, emerging only in the middle of the last century. Among scholars it has been of great interest how people acquire their first language and there have been a great number of controversies what some of the suggested hypotheses are concerned. Another fairly interesting issue, as opposed to normal language acquisition, is the study of people who acquire language even though they are faced with quite particular learning conditions. These people, precisely those who suffer from mental retardation, usually do acquire language; however, this language seems to diverge from the one acquired by typically developing individuals. The present paper will discuss the linguistic problems of individuals with Down syndrome (DS), a genetic disorder, occurring in groups of any social or educational level. It is considered to be the “most common cause of moderate to severe learning disability in childhood”. Approximately one in 700-900 babies is born with Trisomy 21 by mothers of any age.
The study of Down syndrome children in particular, offers several advantages. Due to their physiognomy, subjects with Down syndrome are fairly easy to identify. In addition, language impairment in DS individuals represents a very prominent feature of this group. In this paper, a brief overview on some of the keyfacts shall be given first of all in order to understand the general problems typical of this genetic disorder. Second, the difficulties in speech production will be discussed in relation to physiological and cognitive consequences. The last chapter will deal with the acquisition of morphosyntax in DS individuals as opposed to the grammar in typically developing subjects and will, additionally, consider one particular approach as an account for the apparent differences – the Critical Period Hypothesis.
Table of Contents
I. Introduction
II. Down Syndrome – An overview
i. What is Trisomy 21? –A brief history
ii. Physical and cognitive consequences
III. Language of children with Down syndrome
i. General problems in speech
ii. Suggestions for Individual differences
IV. Morphosyntax in Individuals with Down Syndrome
i. General morphosyntactic problems
ii. The acquisition of grammatical morphemes
V. Conclusion
VI. Bibliography
Objectives & Core Themes
This paper examines the linguistic development of individuals with Down syndrome, focusing specifically on how their acquisition of grammar and morphosyntax diverges from typically developing individuals and whether developmental plateaus occur.
- Genetic and physiological foundations of Down syndrome (Trisomy 21).
- Language acquisition patterns and speech production challenges.
- The development of morphology and syntax in mentally retarded individuals.
- Critical analysis of the Critical Period Hypothesis in relation to syntactic growth.
- Environmental influences and the role of intervention programs.
Excerpt from the Book
I. Introduction
The acquisition of language has been a field of study rather new to research, emerging only in the middle of the last century. Among scholars it has been of great interest how people acquire their first language and there have been a great number of controversies what some of the suggested hypotheses are concerned. Another fairly interesting issue, as opposed to normal language acquisition, is the study of people who acquire language even though they are faced with quite particular learning conditions. These people, precisely those who suffer from mental retardation, usually do acquire language; however, this language seems to diverge from the one acquired by typically developing individuals. The present paper will discuss the linguistic problems of individuals with Down syndrome (DS), a genetic disorder, occurring in groups of any social or educational level. It is considered to be the “most common cause of moderate to severe learning disability in childhood”. (Buckley 2000: 10) Approximately one in 700-900 babies is born with Trisomy 21 by mothers of any age. (cf. Buckley 2000: 9-10)
Summary of Chapters
I. Introduction: This chapter introduces the study of language acquisition in mentally retarded individuals, specifically focusing on Down syndrome as a genetic disorder that impacts linguistic development.
II. Down Syndrome – An overview: This section provides historical and medical context regarding Trisomy 21, including chromosomal origins and the associated physical and cognitive developmental challenges.
III. Language of children with Down syndrome: This chapter explores specific speech production difficulties, the impact of hearing and memory deficits, and investigates environmental variables affecting individual differences.
IV. Morphosyntax in Individuals with Down Syndrome: The core chapter analyzes syntactic development, specifically examining grammatical morphemes and testing the consistency of acquisition compared to typically developing controls.
V. Conclusion: The final section synthesizes findings on morphosyntactic delays and evaluates the validity of the Critical Period Hypothesis in explaining language plateaus.
Keywords
Down syndrome, Trisomy 21, Language acquisition, Morphosyntax, Grammatical morphemes, Critical Period Hypothesis, Mental retardation, Syntax, Mean Length of Utterance, Developmental delay, Speech production, Linguistic mastery, Cognitive development, Phonological rules.
Frequently Asked Questions
What is the primary focus of this research paper?
The paper examines the acquisition of language in individuals with Down syndrome, with a primary focus on identifying the specific linguistic challenges they face in the domain of morphosyntax.
What is the central research question?
The research investigates why language development in Down syndrome individuals deviates from typically developing peers and whether these differences are explained by cognitive limitations or a "Critical Period" for language learning.
Which scientific methodology is primarily employed?
The study relies on a review and synthesis of existing longitudinal studies, comparing Mean Length of Utterance (MLU) and Developmental Sentence Scoring (DSS) between Down syndrome subjects and mental-age matched controls.
What are the major themes explored regarding Down syndrome?
The themes include the genetic causes of Trisomy 21, the influence of physical factors like tongue protrusion and hearing loss on speech, and the comparative analysis of grammatical morpheme acquisition.
What does the main body of the text cover?
The main body focuses on identifying speech production problems, the developmental asynchrony of syntax, and the evaluation of various hypotheses, such as the Critical Period Hypothesis, that attempt to explain developmental plateaus.
Which keywords best characterize this work?
Key terms include Down syndrome, Morphosyntax, Language acquisition, Grammatical morphemes, and Critical Period Hypothesis.
How do physical factors contribute to language delays in Down syndrome?
The text notes that malformations of the jaw, tongue, and teeth, combined with congenital hypotonia and frequent ear infections, significantly impede speech intelligibility and motor control.
What does the author conclude about the "Critical Period Hypothesis"?
The author concludes that while the hypothesis is tempting to explain developmental plateaus, the evidence is controversial and inconsistent, suggesting that some individuals can continue to improve their linguistic faculties through intervention.
Does the paper suggest that Down syndrome individuals are incapable of learning grammar?
No, the paper clarifies that while they face severe delays, they do acquire grammar, albeit at a different pace and often with a "telegraphic" character, which can be improved with appropriate training.
- Quote paper
- Carsten Krumdiek (Author), 2007, Language and Down's Syndrome - An approach to the acquisition of grammar in the mentally retarded, Munich, GRIN Verlag, https://www.grin.com/document/72933
