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Related Concept Videos

Language Development01:22

Language Development

311
Children master language quickly and with relative ease, supported by both biological predisposition and reinforcement. B. F. Skinner (1957) proposed that language is learned through reinforcement, while Noam Chomsky (1965) argued that language acquisition mechanisms are biologically determined.
The critical period for language acquisition suggests that the ability to acquire language is at its peak early in life. As people age, this proficiency decreases. Language development begins very...
311
Revisionist Views of Adolescent and Adult Cognition01:24

Revisionist Views of Adolescent and Adult Cognition

23
A revisionist approach to Jean Piaget's theory of cognitive development has brought new insights that challenge and reinterpret his established ideas. Piaget proposed that the formal operational stage, emerging in adolescence, represents the culmination of cognitive maturity. During this stage, individuals are said to develop abstract thinking, engage in systematic problem-solving, and show a form of egocentrism, believing others are as preoccupied with their behavior as they are...
23

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Practical Methodology of Cognitive Tasks Within a Navigational Assessment
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Children's reformulations during speech-language assessment.

Annette Esbensen1, Maja Sigurd Pilesjö1

  • 1University of Southern Denmark.

Communication & Medicine
|February 7, 2025
PubMed
Summary

Children with Developmental Language Disorder (DLD) use reformulations during assessments to show understanding and competence. This study highlights their pragmatic skills in test-taking situations.

Area of Science:

  • Speech and Language Therapy
  • Developmental Psychology
  • Linguistics

Background:

  • Speech and language assessments are crucial for evaluating a child's abilities.
  • Children often engage in "repair work" during assessments to ensure mutual understanding.
  • Understanding how children with Developmental Language Disorder (DLD) manage these interactions is key.

Purpose of the Study:

  • To investigate how children with DLD initiate and design repair during speech and language assessments.
  • To analyze the types of repair strategies employed by children with DLD.

Main Methods:

  • The study included sixteen children with DLD, aged 7 to 10 years.
  • Data were collected through video recordings of assessment interactions between children and a researcher.

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  • Conversation analysis was employed to meticulously analyze the recorded data.

    • Main Results:

    • Children with DLD initiated various forms of repair, notably reformulations, to signal understanding.
    • These reformulations occurred shortly after the task-setting turn, indicating comprehension of assessment expectations.
    • The use of reformulations demonstrated children's pragmatic skills and competence as test-takers.

    Conclusions:

    • Children with DLD actively use repair, specifically reformulations, to navigate assessment tasks.
    • These findings suggest that children with DLD possess pragmatic skills that enable them to function effectively in assessment settings.
    • The study has significant clinical implications for the assessment of pragmatic abilities in children with DLD.