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GAPS in the verb lexicons of children with specific language impairment

Mabel L. Rice

University of Kansas

John V. Bode

Turner Unified School District, Kansas City

This is a study of the verb lexicons of three preschool boys with specific language impairment. The database was a corpus of 5486 spontaneous utterances collected over a 3-month period. The children relied heavily on a small set of General All-Purpose (GAP) verbs to fill the verb functions. Their overall verb error rate was very low (2% of their utterances). In general, their verb usage conformed to expected rules of form class assignment and argument structure. Their occasional substitution errors suggest semantic mismarkings and on-line problems of stem retrieval. Overall, the picture is of localized verb learning, at an early stage of mastery, supplemented by heavy use of the GAP verbs.

First Language, Vol. 13, No. 37, 113-131 (1993)
DOI: 10.1177/014272379301303707
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