Using Animated Action Scenes to Remotely Assess Sentence Diversity in Toddlers.
Using Animated Action Scenes to Remotely Assess Sentence Diversity in Toddlers.
复制标题
使用动画动作场景来评估幼儿中的句子多样性。
DOI：
10.1097/tld.0000000000000280
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发表时间：
2022-04
影响因子：
1.4
通讯作者：
Hadley, Pamela A.
中科院分区：
文献类型：
--
作者：
Krok, Windi;Norton, Elizabeth S.;Buchheit, Mary Kate;Harriott, Emily M.;Wakschlag, Lauren;Hadley, Pamela A.
虽然语言样本是儿童友好的，非常适合获得语言生产的全球措施，结构化协议有可能在较短的时间内引出许多不同的语言结构的范例。我们创建了一个结构化的启发协议，句子多样性启动任务（SDPT），通过视频聊天平台有效地评估幼儿的句子多样性。句子的多样性可操作为主动陈述句中不同主谓组合的数量。这项任务是以动画图画书的形式呈现的，父母在管理期间是孩子的主要伙伴。在这篇文章中，我们提供了评估句子多样性的基本原理，描述了任务，并提出了32个典型的发展幼儿，30-35个月大，平均语言能力的遵守和发展协会的初步分析。初步研究结果表明，SDPT是一项吸引幼儿注意力的任务，揭示了他们产生句子的能力的强大个体差异，与父母报告的语言测量呈正相关，并有可能评估儿童随着时间的推移的语言增长。最后，建议和提示开发和远程管理的协议，重点是鼓励家长参与和增加幼儿的依从性。
Although language samples are child-friendly and well-suited for obtaining global measures of language production, structured protocols have the potential to elicit many different exemplars of language structures in a shorter amount of time. We created a structured elicitation protocol, the Sentence Diversity Priming Task (SDPT), to efficiently assess sentence diversity in toddlers via video chat platforms. Sentence diversity is operationalized as the number of different subject–verb combinations in active declarative sentences. The task is presented as an animated picture book, with parents serving as the child's primary partner during administration. In this article, we provide the rationale for assessing sentence diversity, describe the task, and present preliminary analyses of compliance and developmental associations for 32 typically developing toddlers, 30–35 months old, with average language abilities. The preliminary findings suggest that the SDPT is an engaging task that holds toddlers' attention, reveals robust individual differences in their ability to produce sentences, is positively correlated with parent-reported language measures, and has the potential for assessing children's language growth over time. Finally, recommendations and tips for developing and remotely administering the protocol are provided, with an emphasis on encouraging parent involvement and increasing toddler compliance.
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影响因子：
7.6
作者：
Bishop, Dorothy V. M.;Snowling, Margaret J.;Whitehouse, Andrew
通讯作者：
Whitehouse, Andrew
影响因子：
2.6
作者：
Heilmann, J;Weismer, SE;Hollar, C
通讯作者：
Hollar, C
影响因子：
1.5
作者：
Hadley, Pamela A.;Rispoli, Matthew;McKenna, Megan M.
通讯作者：
McKenna, Megan M.
DOI：
10.1044/2014_lshss-14-0017
发表时间：
2014-04-01
影响因子：
2.4
作者：
Hadley, Pamela A.
通讯作者：
Hadley, Pamela A.
DOI：
10.1044/jshr.3403.565
发表时间：
1991-06-01
期刊：
JOURNAL OF SPEECH AND HEARING RESEARCH
影响因子：
--
作者：
DALE, PS
通讯作者：
DALE, PS