Symbolic play development in toddlers with expressive specific language impairment (SLI-E).
Symbolic play development in toddlers with expressive specific language impairment (SLI-E).
复制标题
具有表达性特定语言障碍的幼儿的象征性游戏发展（SLI-E）。
DOI：
10.1044/jshr.3506.1290
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发表时间：
1992
期刊：
影响因子：
--
通讯作者：
Goossens,M
中科院分区：
文献类型：
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作者：
Rescorla,L;Goossens,M
对20名表达性特殊语言障碍（SLI-E）幼儿和20名语言发育正常幼儿的符号游戏发展进行了比较。这些小组在玩具参与量或功能性传统游戏行为方面没有差异。然而，患有SLI-E的儿童表现出较少的偏心游戏（使用玩偶或另一个人的游戏方案），发育不佳的顺序游戏，以及较少的象征性游戏转换（使用中性物体或缺席物体进行假装）。以主题相关的玩具组，指令和建模的形式提供的结构并没有减少SLI-E幼儿和他们正常发育的同龄人表现出的玩耍行为之间的差异。三种可能的解释，这种差异被认为是：一个“风格”的差异发挥，符号使用的发展滞后，或存储的符号表示检索赤字。
Twenty toddlers with expressive specific language impairment (SLI-E) and 20 toddlers with normal language development were compared in their symbolic play development. The groups did not differ in amount of engagement with the toys or in functional conventional play behaviors. However, the children with SLI-E displayed less decentered play (use of play schemes with a doll or another person), less well-developed sequential play, and fewer occurrences of symbolic play transformations (use of a neutral object or an absent object to carry out pretending). The provision of structure in the form of thematically related toy sets, instructions, and modeling did not reduce the discrepancy between demonstrated play behaviors of toddlers with SLI-E and their normally developing peers. Three possible explanations for this discrepancy are considered: a "stylistic" difference in play, a developmental lag in symbol use, or a deficit in retrieval of stored symbolic representation.