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The article is devoted to the special type of complex sentences that is accepted in the traditional grammar as accompanied complex sentences. The authoress has substantiated that the peculiarities of given sentences are concealed not in semantic but in syntactical structure. Such kind of sentences are based on the usage of specific technique of forming subordinate predication which is called 'subordinate attachment'. Characteristic features of the given sentences are correlation of a subordinate clause with the composition of the main clause or its segment which expresses reduced proposition; 'non-standard' arrangement of conjunctional way; sentenced-by-correlative connection between the parts; semantic and formal completeness of the main part; expressing additional (extra) information to the main clause or its valuation by a subordinate clause; ability of easy transformation of such complex sentences into compound ones or sentences without conjunctions. It has been proposed that not only traditional accompanied sentences but some sentences with attributive, spacious and temporal meaning can be classified as sentences which are made up with the usage of technique 'subordinate attachment'.
Traditional assumptions on processing of complex sentences can neither be studied separately in English, nor be directly applied to typologically different languages. The authors study focussed on (i) specific difficulties related to structural factors crosslinguistically, (ii) differences between children with and without language disorder and (iii) the correspondence between comprehension performance and general information processing abilities. The authors tested 12 school-age children with language disorder and 12 typically developing children matched individually on receptive vocabulary level. They examined the comprehension of different relative clause constructions in an act out task with toy animals. The statistic analysis revealed significant group differences and structural factors, i.e. interruption of main clause, head roles and perspective change. The comprehension performance of the sentence types showed the OS greater than SS greater than OO greater than SO order. Since the very same structures caused difficulties for both groups, the results support the non-representational accounts of language disorder. Including backward digit span as a covariate in the analysis eliminated all structural effects, and resulted in a weaker, but still significant group difference. This might show that many of the structural differences are in fact differences in the extent to which different structures charge working memory and executive functions.
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