Mabel Urrutia: Facultad de Educación, Universidad de Concepción, Concepcion 4070386, Chile. ORCID
Soraya Sanhueza: Facultad de Humanidades y Arte, Universidad de Concepción, Concepcion 4070386, Chile.
Hipólito Marrero: Facultad de Psicología y Logopedia, Instituto Universitario de Neurociencia de la Universidad de La Laguna (IUNE), Universidad de La Laguna, 38200 Santa Cruz de Tenerife, Spain. ORCID
Esteban J Pino: Facultad de Ingeniería, Universidad de Concepción, Concepcion 4070386, Chile. ORCID
María Troncoso-Seguel: Facultad de Ingeniería, Universidad de Concepción, Concepcion 4070386, Chile. ORCID
BACKGROUND: It is broadly acknowledged that children with Developmental Language Disorder (DLD) show verb-related limitations. While most previous studies have focused on tense, the mastery of lexical aspect-particularly telicity-has not been the primary focus of much research. Lexical aspect refers to whether an action has a defined endpoint (telic verbs) or not (atelic verbs). OBJECTIVE: This study investigates the effect of telicity on verb recognition in Chilean children with DLD compared to their typically developing (TD) peers using the Event-Related Potential (ERP) technique. METHOD: The research design is a mixed factorial design with between-group factors of 2 (DLD/TD) and within-group factors of 2 (telic/atelic verbs) and 2 (coherent/incoherent sentences). The participants were 36 school-aged children (18 DLD, 18 TD) aged 7 to 7 years and 11 months. The task required subjects to listen to sentences that either matched or did not match an action in a video, with sentences including telic or atelic verbs. RESULTS: The study found notable differences between groups in how they processed verbs (N400 and post-N400 components) and direct objects (N400 and P600 components). CONCLUSIONS: Children with DLD struggled to differentiate telic and atelic verbs, potentially because they employed overgeneralization strategies consistent with the Event Structural Bootstrapping model.
