https://www.selleckchem.com/products/7acc2.html
The current study investigates whether the types of pronominal errors children with autism spectrum disorder (ASD) make are different from those of their TD peers at similar stages of language development. A recent review about language acquisition in ASD argues that these children show relative deficits in assigning/extending lexical meaning alongside relative strengths in morpho-syntax (Naigles Tek, 2017). Pronouns provide an ideal test case for this argument because they are marked both for grammatical features (case) and feature
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