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Referential communication tasks: performance by normal and pragmatically impaired children

E Leinonen1, C Letts

  • 1University of Hertfordshire, UK.

European Journal of Disorders of Communication : the Journal of the College of Speech and Language Therapists, London
|January 1, 1997
PubMed
Summary

Children with pragmatic impairments (PI) struggle more than language-normal peers when communication breaks down. PI children were less likely to request clarification when information was missing during a referential communication task.

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Area of Science:

  • Developmental Psychology
  • Linguistics
  • Child Communication

Background:

  • Pragmatic impairment (PI) affects social communication skills.
  • Understanding how children with PI handle communication breakdowns is crucial for intervention.

Purpose of the Study:

  • To compare the referential communication skills of children with pragmatic impairments (PI) and language-normal (LN) peers.
  • To investigate how children respond to inadequate information during a communication task.

Main Methods:

  • A referential communication task was administered to two groups: PI children and age-matched LN children.
  • Experimenters and children alternated roles as listener and instructor.
  • Experimenters sometimes provided insufficient information to the child instructor.

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Main Results:

  • Language-normal children readily requested clarification when the experimenter failed to provide adequate information.
  • Children with pragmatic impairments requested clarification less frequently and showed less awareness of the need for it.
  • No significant differences were observed when children with PI were in the instructor role, contrary to hypotheses.

Conclusions:

  • Children with pragmatic impairments demonstrate deficits in recognizing and responding to communication breakdowns.
  • These findings highlight the importance of explicit instruction in seeking clarification for children with PI.
  • The study suggests that pragmatic impairments may impact a child's ability to monitor communication effectiveness.