It has been proposed that an implicit learning deficit explains the difficulties with grammar commonly observed in children with Developmental Language Disorder (DLD). The present study further investigates this link in two ways. Firstly, we investigate whether kindergartners with DLD have more difficulties with preposition understanding and…

The present study investigated whether the recognition of spoken words is influenced by how predictable they are given their syntactic context and whether listeners assign more weight to syntactic predictability when acoustic-phonetic information is less reliable. Syntactic predictability was manipulated by varying the word order of past…

The issue addressed in this study is whether propositional integration and world-knowledge inference can be distinguished as separate processes during the comprehension of Dutch "omdat" (because) sentences. "Propositional integration" refers to the process by which the reader establishes the type of relation between two clauses…

This study investigates effects of verb movement in nine Dutch-speaking agrammatic aphasics. According to linguistic theory, in verb second languages such as Dutch and German, the verb remains in its clause-final base position in embedded clauses, whereas it moves to second position in main clauses. In recent linguistic accounts of agrammatic…

This article explores the attribution of linguistic resources to multilingual students in a primary school in the Netherlands. Drawing on an ethnographic study of a regular, multicultural classroom, it describes patterns of attribution emerging from observations of classroom activities and interviews with the teacher. Its focus is on the…