A Program for the Genetics of Grammar

Departing from Lenneberg’s biological conception of language and its de- velopment, this paper first reviews select examples from research on lan- guage development and its interface with genetics before making some specific proposals with regard to how the genetics of grammar could be investigated. The central proposal of this paper is that an important, per- haps necessary, avenue for studying the genetics of grammar is to study the genotypes corresponding to phenotypes of child (and genetically im- paired) versions of the computational system of grammar, as opposed to strictly descriptive measures of a construction or standardized linguistic tests. In some cases, these phenotypes have wide explanatory ability, sug- gesting that they directly involve parts of the computational system of lan- guage. The primary example discussed is the phenotype of the Unique Checking Constraint (UCC). In particular, it is proposed that one could usefully start to investigate the genetic basis for he development of finite- ness, object clitic omission, and related phenomena of the UCC. A second, less developed example here, corresponding to a much later developmen- tal stage, is the Universal Phase Requirement (UPR), regulating verbal pas- sives and many other phenomena in children

A Program for the Genetics of Grammar

Departing from Lenneberg’s biological conception of language and its de- velopment, this paper first reviews select examples from research on lan- guage development and its interface with genetics before making some specific proposals with regard to how the genetics of grammar could be investigated. The central proposal of this paper is that an important, per- haps necessary, avenue for studying the genetics of grammar is to study the genotypes corresponding to phenotypes of child (and genetically im- paired) versions of the computational system of grammar, as opposed to strictly descriptive measures of a construction or standardized linguistic tests. In some cases, these phenotypes have wide explanatory ability, sug- gesting that they directly involve parts of the computational system of lan- guage. The primary example discussed is the phenotype of the Unique Checking Constraint (UCC). In particular, it is proposed that one could usefully start to investigate the genetic basis for he development of finite- ness, object clitic omission, and related phenomena of the UCC. A second, less developed example here, corresponding to a much later developmen- tal stage, is the Universal Phase Requirement (UPR), regulating verbal pas- sives and many other phenomena in children

A Program for the Genetics of Grammar

Departing from Lenneberg’s biological conception of language and its de- velopment, this paper first reviews select examples from research on lan- guage development and its interface with genetics before making some specific proposals with regard to how the genetics of grammar could be investigated. The central proposal of this paper is that an important, per- haps necessary, avenue for studying the genetics of grammar is to study the genotypes corresponding to phenotypes of child (and genetically im- paired) versions of the computational system of grammar, as opposed to strictly descriptive measures of a construction or standardized linguistic tests. In some cases, these phenotypes have wide explanatory ability, sug- gesting that they directly involve parts of the computational system of lan- guage. The primary example discussed is the phenotype of the Unique Checking Constraint (UCC). In particular, it is proposed that one could usefully start to investigate the genetic basis for he development of finite- ness, object clitic omission, and related phenomena of the UCC. A second, less developed example here, corresponding to a much later developmen- tal stage, is the Universal Phase Requirement (UPR), regulating verbal pas- sives and many other phenomena in children

Comparison of Grammar in Neurodevelopmental Disorders: The Case of Binding in Williams Syndrome and Autism With and Without Language Impairment

This study investigates whether distinct neurodevelopmental disorders show distinct patterns of impairments in particular grammatical abilities and the relation of those grammatical patterns to general language delays and intellectual disabilities. We studied two disorders (autism and Williams syndrome [WS]) and two distinct properties (Principle A that governs reflexives and Principle B that, together with its associated pragmatic rule, governs pronouns) of the binding module of grammar. These properties are known to have markedly different courses of acquisition in typical development. We compare the knowledge of binding in children with autism with language impairment (ALI) and those with normal language (ALN) to that of children with WS, matched on age to the ALN group, and on age and nonverbal mental age (MA) to the ALI group, as well as to two groups of typically developing (TD) controls, matched on nonverbal MA to ALI and ALN groups. Our results reveal a remarkably different pattern of comprehension of personal pronouns and reflexives in ALI as opposed to ALN, WS, and two groups of TD controls. All five groups demonstrated an equal delay in their comprehension of personal pronouns, in line with widely reported delays in TD literature, argued to be due to delayed pragmatic abilities. However, and most strikingly, the ALI group also showed a pronounced difficulty in comprehension of reflexive pronouns, and particularly of the knowledge that the antecedent of a reflexive must c-command it. The revealed pattern confirms the existence of a particular impairment concerning Principle A in this module of grammar, unrelated to general language delays or cognitive deficits generally present in a large portion of individuals with autism as well as WS, or to general pragmatic deficits, known to be particularly prevalent in the population with autism

Shared Neuroanatomical Substrates of Impaired Phonological Working Memory Across Reading Disability and Autism

Background Individuals with reading disability and individuals with autism spectrum disorder (ASD) are characterized, respectively, by their difficulties in reading and social communication, but both groups often have impaired phonological working memory (PWM). It is not known whether the impaired PWM reflects distinct or shared neuroanatomical abnormalities in these two diagnostic groups. Methods White-matter structural connectivity via diffusion weighted imaging was examined in 64 children, age 5 to 17 years, with reading disability, ASD, or typical development, who were matched on age, gender, intelligence, and diffusion data quality. Results Children with reading disability and children with ASD exhibited reduced PWM compared with children with typical development. The two diagnostic groups showed altered white matter microstructure in the temporoparietal portion of the left arcuate fasciculus and in the occipitotemporal portion of the right inferior longitudinal fasciculus (ILF), as indexed by reduced fractional anisotropy and increased radial diffusivity. Moreover, the structural integrity of the right ILF was positively correlated with PWM ability in the two diagnostic groups but not in the typically developing group. Conclusions These findings suggest that impaired PWM is transdiagnostically associated with shared neuroanatomical abnormalities in ASD and reading disability. Microstructural characteristics in left arcuate fasciculus and right ILF may play important roles in the development of PWM. The right ILF may support a compensatory mechanism for children with impaired PWM

Altered engagement of the speech motor network is associated with reduced phonological working memory in autism

Nonword repetition, a common clinical measure of phonological working memory, involves component processes of speech perception, working memory, and speech production. Autistic children often show behavioral challenges in nonword repetition, as do many individuals with communication disorders. It is unknown which subprocesses of phonological working memory are vulnerable in autistic individuals, and whether the same brain processes underlie the transdiagnostic difficulty with nonword repetition. We used functional magnetic resonance imaging (fMRI) to investigate the brain bases for nonword repetition challenges in autism. We compared activation during nonword repetition in functional brain networks subserving speech perception, working memory, and speech production between neurotypical and autistic children. Autistic children performed worse than neurotypical children on nonword repetition and had reduced activation in response to increasing phonological working memory load in the supplementary motor area. Multivoxel pattern analysis within the speech production network classified shorter vs longer nonword-repetition trials less accurately for autistic than neurotypical children. These speech production motor-specific differences were not observed in a group of children with reading disability who had similarly reduced nonword repetition behavior. These findings suggest that atypical function in speech production brain regions may contribute to nonword repetition difficulties in autism.R01 DC011339 - NIDCD NIH HHS; R21 DC017576 - NIDCD NIH HHS; R03 DC014045 - NIDCD NIH HHS; T32 DC000038 - NIDCD NIH HHSPublished versio

Parsing the passive: comparing children with Specific Language Impairment to sequential bilingual children

25 monolingual (L1) children with Specific Language Impairment (SLI), 32 sequential bilingual (L2) children, and 29 L1 controls completed the Test of Active & Passive Sentences-Revised (van der Lely, 1996) and the self-paced listening task with picture verification for actives and passives (Marinis, 2007). These revealed important between-group differences in both tasks. The children with SLI showed difficulties in both actives and passives when they had to reanalyse thematic roles on-line. Their error pattern provided evidence for working memory limitations. The L2 children showed difficulties only in passives both on-line and off-line. We suggest that these relate to the complex syntactic algorithm in passives and reflect an earlier developmental stage due to reduced exposure to the L2. The results are discussed in relation to theories of SLI and can be best accommodated within accounts proposing that difficulties in the comprehension of passives stem from processing limitations