Antonym knowledge in children with language impairment - testing the semantic domain theory
Background: In this study we explore if the single domain thesis for adjectives is relevant for children with language impairment (LI). The thesis predicts that if one word from a domain is learned during acertain period, other words from the same domain are more likely to be learned during roughly the same period. Given that the two words in antonym pairs belong to the same semantic domain theass