Jan 13
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Evans/etal:2009
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It's mentioned early in the paper that different kinds of SLI might
result in different language processing abilities ("There is
considerable debate regarding the extent to which knowledge learned
via the implicit memory system is abstract and domain general or is
highly constrained and modality dependent. Clearly, this issue is
highly relevant to the characterization of so-called "specific"
language impairment."), but then through the rest of the paper
learning impairments are grouped under the one 'SLI' umbrella. I'm
curious if different types of SLI result in significantly different
phoneme processing when compared to each other, not just typically
developing children?

How was the pairing of the "real words" and the "foils" done? How does
the pairing of the words can influence the results?

Could the result from experiment 2.b be replicated for children with a
tonal L1? Would they differ since tone is a distinctive feature in
such languages.

Why are syntactic form and syntactic categories studied separately?
What is the purpose?

In the paper, the term "implicit learning" is briefly explained, but I
still don't fully understand. What is a typical example of implicit
learning and how do we measure it?