Comprehension and production of spatial and non-spatial prepositions in specific language impairment children versus healthy children Based on cognitive linguistics

Neuron revolution in linguistic theory has opened a new window to the understanding nature and function of brain and mind and their connection to the body based on the cognitive theory. Space words, which include spatial prepositions as well, stem from image schema in different languages. Therefore, of the objective of the present study was to understand and state spatial prepositions compared with non-spatial prepositions in children with specific language impairment (SLI) and healthy children (HC).

The subjects consisted of eight Persian children with SLI aged 5-8 years, who were compared with the control group (eight HC peers). The children were investigated using a researcher-made test of comprehension and application of simple prepositions; the reliability and validity of the test were computed through a pretest of 60 normal 5 to 8-year old Persian children. Finally, the data were analyzed by SPSS using t-test

The results showed that the amount of comprehension and application of spatial prepositions among SLI children was lower than that in HC peers. Also, the amount of comprehension and application of non-spatial prepositions among SLI children was lower than that in HC peers.

Since spatial prepositions are space words and stem from image schema, thus, based on cognitive linguistics in confirmation of the non-modular function of the brain, SLI children demonstrated lower deficits in comprehension and production of spatial prepositions than non-spatial ones.