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Related Experiment Videos

Mother-child interaction with preschool language-delayed children: structuring conversations.

M J Moseley1

  • 1Department of Audiology and Speech-Language Pathology, Gallaudet University, Washington, DC 20002-3625.

Journal of Communication Disorders
|June 1, 1990
PubMed
Summary
This summary is machine-generated.

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Mothers and language-delayed children show differences in conversational flow, with disruptions in dialogue and turn-taking. These conversational challenges stem from the children's linguistic and pragmatic abilities.

Area of Science:

  • Child Development
  • Linguistics
  • Speech-Language Pathology

Background:

  • Conversational discourse skills are crucial for child development.
  • Language delays can impact a child's ability to engage in reciprocal dialogue.
  • Understanding mother-child interaction is key to identifying communication challenges.

Purpose of the Study:

  • To examine discourse skills in mother-child dyads involving language-delayed children.
  • To compare conversational openings and responses between language-delayed and typically developing children.
  • To identify differences in dialogue flow and conversational structure.

Main Methods:

  • Four language-delayed children were matched with four typically developing children based on mean utterance length.

Related Experiment Videos

  • Mother-child dyads were videotaped during 15-minute play sessions.
  • Utterance types for opening and responding were analyzed to assess dialogue flow.

    • Main Results:

    • Similar utterance types were used for conversational openings and responses across groups.
    • Dialogue flow differed, with language-delayed dyads showing interruptions and less control over turn-taking.
    • Reduced shared context was observed in dyads with language-delayed children.

    Conclusions:

    • Language-delayed children's linguistic, semantic, and pragmatic abilities influence conversational interactions.
    • Difficulties in dialogue flow and turn-taking highlight challenges in shared context.
    • Interventions may need to address pragmatic and discourse skills in language-delayed children.