Publishing Partner: Cambridge University Press CUP Extra Publisher Login
amazon logo
More Info

New from Oxford University Press!


May I Quote You on That?

By Stephen Spector

A guide to English grammar and usage for the twenty-first century, pairing grammar rules with interesting and humorous quotations from American popular culture.

New from Cambridge University Press!


The Cambridge Handbook of Endangered Languages

Edited By Peter K. Austin and Julia Sallabank

This book "examines the reasons behind the dramatic loss of linguistic diversity, why it matters, and what can be done to document and support endangered languages."

Academic Paper

Title: Narrative competence and underlying mechanisms in children with pragmatic language impairment
Author: Mieke Pauline Ketelaars
Institution: Radboud Universiteit Nijmegen
Author: Kino Jansonius
Institution: Sint Marie Eindhoven
Author: Juliane Cuperus
Institution: Sint Marie Eindhoven
Author: Ludo Verhoeven
Institution: Radboud Universiteit Nijmegen
Linguistic Field: Psycholinguistics
Abstract: This study investigated narrative competence in children with pragmatic language impairment (PLI) and the extent to which it is related to impairments in theory of mind and executive functioning (EF). Narrative competence was assessed using a retelling design in a group of 77 children with PLI and a control group of 77 typically developing children, aged 5. The children with PLI showed an overall poorer narrative competence as apparent in measures of narrative productivity, organization of content, and cohesion. Some of these differences could be attributed to language impairments. The remaining differences could be partly interpreted as pragmatic deficits. In typically developing children, narrative productivity skills were related to both theory of mind and EF, but only theory of mind explained unique variance once language ability was added to the model. In the PLI group, however, narrative productivity skills were solely related to EF, over and above language abilities. Organization of story content and cohesion were not related to any of the cognitive measures for either group. The results indicate that children with PLI show narrative deficits and that these deficits are related to EF.


This article appears IN Applied Psycholinguistics Vol. 33, Issue 2, which you can READ on Cambridge's site or on LINGUIST .

Add a new paper
Return to Academic Papers main page
Return to Directory of Linguists main page