Children's Responses to Telegraphic and Grammatically Complete Prompts to Imitate
Children's Responses to Telegraphic and Grammatically Complete Prompts to Imitate
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DOI：
10.1044/1058-0360(2013/12-0155
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发表时间：
2014-02-01
影响因子：
2.6
通讯作者：
Fey, Marc E.
中科院分区：
文献类型：
--
作者：
Bredin-Oja, Shelley L.;Fey, Marc E.
目的：本研究的目的是确定儿童在早期组合单词时是否更可能对电报式的模仿提示做出反应，而不是对语法完整的提示做出反应，以及他们是否在对语法完整的模仿提示做出反应时比电报式提示更可靠地产生强制性语法语素。方法：5名年龄在30至51个月之间的语言发育迟缓儿童参加了一项单例交替治疗设计，其中14个疗程分为语法和电报条件。14次会议的交替顺序被随机分配给每个孩子。孩子们给出了15个提示，模仿一个语义关系，无论是语法上完整的或telegraphic.Results：没有发现条件之间的差异，包含一个语义关系的反应的数量。与此相反，3的5名儿童产生了显着更多的语法语素时，提出了语法完整的模仿提示。两个孩子没有包括一个功能词在任一condition.Conclusion：提供一个电报提示模仿不提供任何优势作为干预技术。儿童也同样有可能对语法完整的模仿提示做出反应。此外，包括功能词鼓励儿童谁是发展准备模仿他们。
Purpose: The purpose of this study was to determine whether children in the early stage of combining words are more likely to respond to imitation prompts that are telegraphic than to prompts that are grammatically complete and whether they produce obligatory grammatical morphemes more reliably in response to grammatically complete imitation prompts than to telegraphic prompts.Method: Five children between 30 and 51 months of age with language delay participated in a single-case alternating treatment design with 14 sessions split between a grammatical and a telegraphic condition. Alternating orders of the 14 sessions were randomly assigned to each child. Children were given 15 prompts to imitate a semantic relation that was either grammatically complete or telegraphic.Results: No differences between conditions were found for the number of responses that contained a semantic relation. In contrast, 3 of the 5 children produced significantly more grammatical morphemes when presented with grammatically complete imitation prompts. Two children did not include a function word in either condition.Conclusion: Providing a telegraphic prompt to imitate does not offer any advantage as an intervention technique. Children are just as likely to respond to a grammatically complete imitation prompt. Further, including function words encourages children who are developmentally ready to imitate them.