ABSTRACT
Children with communication disorders have come to play an important role in the debate surrounding the nature of language learning in humans. In particular, the assumption that children with specific language impairment (SLI) have a primary linguistic difficulty in the absence of a number of possible explanatory factors that usually accompany other types of language impairment (i.e., no frank neurological damage, no hearing impairment, no general cognitive delay) has rendered them an important key complementary source of data to that obtained from normally developing children.
