Dimensional thinking in language impaired children.
Dimensional thinking in language impaired children.
复制标题
语言障碍儿童的维度思维。
DOI：
10.1044/jshr.3201.33
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发表时间：
1989
期刊：
影响因子：
--
通讯作者：
Smith,LB
中科院分区：
文献类型：
--
作者：
Johnston,JR;Smith,LB
本研究考察了语言障碍(LI)学龄前儿童的维度知识。10名李氏儿童和10名语言正常(LN)儿童，年龄在3：6到5：9之间，被要求解决需要判断颜色和大小的语言和非语言问题。在语言任务上不存在组间差异，但在非语言任务上，黎族儿童的表现不如LN儿童。这种差异在很大程度上源于他们在尺寸问题上的困难。大小维度的序数性质意味着比颜色等名义维度所固有的更大的认知加工需求。考虑到语言障碍儿童已知的处理限制，这种复杂性显然会导致错误判断，即使存在必要的知识。它还可能导致维度知识的初始构建的延迟。
This study investigated the dimensional knowledge evidenced by language impaired (LI) preschoolers. Ten LI and 10 language normal (LN) children, aged 3:6 to 5:9, were asked to solve verbal and nonverbal problems requiring color and size judgments. There were no group differences on the verbal task, but the LI children performed less well than the LN children on the nonverbal task. Much of this difference stemmed from their difficulty with size items. The ordinal nature of the size dimension implies greater cognitive processing demands than are inherent in nominal dimensions such as color. Given the known processing limitations of language impaired children, this complexity apparently can lead to erroneous judgment even when requisite knowledge is present. It may also contribute to delays in the initial construction of dimensional knowledge.