Shared attention and grammatical development in typical children and children with autism.
Shared attention and grammatical development in typical children and children with autism.
复制标题
典型儿童和自闭症儿童的共同注意力和语法发展。
DOI：
10.1017/s0305000998003596
复制
发表时间：
1998
影响因子：
2.2
通讯作者：
Snow,CE
中科院分区：
文献类型：
--
作者：
Rollins,PR;Snow,CE
本文介绍的两项研究探讨了儿童语用技能与语法发展之间的关系。在研究1中，30名发育正常的儿童在1；2岁时与父母互动，在2；7岁时再次与父母互动。使用相关和回归技术，我们发现相互注意的语用成就和母亲的对话风格可以解释2；7岁时语法差异的45%。第二项研究利用6名高功能自闭症儿童的数据调查了语用-语法关系。为了在研究开始时控制个人在技能水平上的差异，我们的结果是估计了语法在个人内部的增长率。研究1的结果证实了研究1的结论，即共同注意内的语用成就预测语法每月的增长速度。我们认为这些发现与婴儿的社交语用技能有助于语法习得的观点一致。
The two studies presented here explore the relationship between children's pragmatic skills and their growth in grammar. In study 1, thirty normally developing children were videotaped interacting with their parents at 1;2 and again at 2;7. Using correlational and regression techniques, we found that pragmatic accomplishments of MUTUAL ATTENTION, as well as mother's conversational style, explained 45% of the variance in grammar at 2;7. The second study investigated pragmatic–grammatical relationships with data from 6 high-functioning children with autism. To control for individual variation in skill level at the start of the study, within-individual growth rates for grammar were estimated as our outcome. The results substantiated those of study 1, in that pragmatic accomplishments within mutual attention predicted the per month growth rate in grammar. We interpret these findings as consistent with the position that the infant's social-pragmatic skills contribute to the acquisition of grammar.