Derivational suffix productivity for students with and without language-learning disabilities.
Derivational suffix productivity for students with and without language-learning disabilities.
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有或没有语言学习障碍的学生的派生后缀生产力。
DOI：
10.1044/jslhr.4201.220
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发表时间：
1999
期刊：
影响因子：
--
通讯作者：
Hwang,M
中科院分区：
文献类型：
--
作者：
Windsor,J;Hwang,M
本研究以有语言学习障碍（LLD）和无语言学习障碍（LLD）的学生为研究对象，探讨了词缀使用效率（词缀使用频率的相关性）对衍生词缀使用的影响。69名小学到中学年龄的学生参加了一个启发任务（在这个任务中他们产生衍生形式）和一个强迫选择任务（在这个任务中他们选择衍生形式）来标记无意义的物体和事件。在每个任务中，学生们都使用了高效的后缀来传达给定的意思。例如，学生们使用高产的后缀而不是低高产的后缀来传达代理的意思，使用高产的后缀而不是低高产的后缀来传达小的意思。此外，效率似乎指导了后缀在不同意义上使用的准确性。例如，生成代理后缀的准确性要比生成效率较低的小后缀高得多。总的来说，有和没有LLD的学生在意义内和意义外的表现模式是相同的。LLD学生在确定衍生后缀所传达的含义方面比实际年龄匹配的典型学生更不准确。然而，他们的表现与具有同等语言技能的典型学生相似。
The effect of productivity (a correlate of suffix frequency) on students' derivational suffix use was investigated with students with and without language-learning disabilities (LLD). Sixty-nine elementary- to middle-school-age students participated in an elicitation task (in which they produced derived forms) and a forced-choice task (in which they selected derived forms) to label nonsense objects and events. In each task, students used highly productive suffixes to convey a given meaning. For example, students used the highly productive suffixerrather than the less productive suffixantto convey an agentive meaning and used the more productive suffixletinstead of the unproductive suffixkinto convey a diminutive meaning. Also, productivity appeared to guide accuracy of suffix use across meanings. For example, the agentive suffixerwas produced with much higher accuracy than the less productive diminutive suffixlet. In general, patterns of performance within and across meanings were the same for students with and without LLD. LLD students were less accurate in determining the meanings conveyed by derivational suffixes than typically achieving students matched for chronological age. However, their performance was similar to typically achieving students with comparable language skills.