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LINGUISTIC ILLUSIONS SIGNED

Linguistic Illusions in Children with Down Syndrome, Specific Language Impairment and Typical Language Development

Total Cost €

EC-Contrib. €

Partnership

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Outcomes and
results

LINGUISTIC ILLUSIONS project word cloud

Explore the words cloud of the LINGUISTIC ILLUSIONS project. It provides you a very rough idea of what is the project "LINGUISTIC ILLUSIONS" about.

tld english investigates populations toddlers effect illusions overt productions conditioned argued caused ages surfacing therapists pathologists particularities innovative resembles linguistic articulatory 12 sli stages morphosyntactic restrictions intervention syndrome phonetic regard morphosyntax dialectal impairment shown grammatical acquisition marking ds inflectional performance groups sufficient individuals phonological american speaking limitations outcome external language speech aave comparatively fact african seemingly children vernacular southern se seem similarities grammar physiological recorded constitutes tools differences

Project "LINGUISTIC ILLUSIONS" data sheet

The following table provides information about the project.

Coordinator	THE CHANCELLOR MASTERS AND SCHOLARSOF THE UNIVERSITY OF CAMBRIDGE Organization address address: TRINITY LANE THE OLD SCHOOLS city: CAMBRIDGE postcode: CB2 1TN website: www.cam.ac.uk contact info title: n.a. name: n.a. surname: n.a. function: n.a. email: n.a. telephone: n.a. fax: n.a.
Coordinator Country	United Kingdom [UK]
Project website	https://research.biolinguistics.eu/CGDS-MS/index.html
Total cost	269˙857 €
EC max contribution	269˙857 € (100%)
Programme	1. H2020-EU.1.3.2. (Nurturing excellence by means of cross-border and cross-sector mobility)
Code Call	H2020-MSCA-IF-2016
Funding Scheme	MSCA-IF-GF
Starting year	2017
Duration (year-month-day)	from 2017-08-21 to 2020-11-12

Partnership

Take a look of project's partnership.

#	participants	country	role	EC contrib. [€]
1	THE CHANCELLOR MASTERS AND SCHOLARSOF THE UNIVERSITY OF CAMBRIDGE THE CHANCELLOR MASTERS AND SCHOLARSOF THE UNIVERSITY OF CAMBRIDGE Organization address address: TRINITY LANE THE OLD SCHOOLS city: CAMBRIDGE postcode: CB2 1TN website: www.cam.ac.uk contact info title: n.a. name: n.a. surname: n.a. function: n.a. email: n.a. telephone: n.a. fax: n.a.	UK (CAMBRIDGE)	coordinator	269˙857.00
2	THE UNIVERSITY OF MISSISSIPPI THE UNIVERSITY OF MISSISSIPPI Organization address address: BARR HALL 100 city: UNIVERSITY MS postcode: 38677 website: n.a. contact info title: n.a. name: n.a. surname: n.a. function: n.a. email: n.a. telephone: n.a. fax: n.a.	US (UNIVERSITY MS)	partner	0.00

Map

Project objective

This project investigates the acquisition of grammar in children with Down syndrome (DS), Specific language Impairment (SLI) and typical language development (TLD) between the ages of 2 and 12, speaking African American Vernacular English (AAVE) and Southern English (SE). Similarities and differences will be compared between the three populations to determine whether the reduced use of inflectional marking in AAVE speaking children is the result of linguistic illusions, conditioned by factors external to morphosyntax (i.e dialectal particularities). Children speaking AAVE are often referred to speech language pathologists for further assessment and intervention, because reduced production of overt inflectional marking resembles the speech of children with SLI. Similar characteristics have been argued for individuals with DS. Studies looking at DS and SLI comparatively find a number of similarities across the two populations. However, recent work on DS has shown that productions that may be seemingly due to a morphosyntactic impairment, are in fact “morphosyntactic illusions”, where the surfacing effect might seem to be a result of grammatical restrictions but it is in fact an effect caused by physiological/articulatory limitations and differences in the phonological system. The same has also been argued for toddlers with TLD. This study will provide information on the stages of language acquisition in the three populations and determine if the potential differences recorded across the three groups are the outcome of problematic language acquisition or linguistic illusions (phonetic/phonological effects, dialectal particularities, etc). Therefore, this project constitutes innovative research with regard to different stages of (a)typical language development across the three populations speaking AAVE and SE. We further aim to provide sufficient information for therapists for the development of new tools to improve linguistic performance in populations with DS and SLI

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