语言障碍和没有语言障碍的儿童教动词的策略
1Department of Communication Sciences and Disorders, Baylor University, Waco, Texas.
Seminars in speech and language
|September 27, 2023
概括
这项研究发现,无论语言能力如何,语法,语义或组合线索都能有效地向儿童教授新型不过渡动词. 词汇扩展通过接受式和表达式学习策略得到支持.
科学领域:
- 发展心理学 发展心理学
- 语言学的语言学.
- 语音语言病理学 语音语言病理学
背景情况:
- 对语言发展而言,不过渡性动词的获取至关重要.
- 有限的研究存在于教学新型不变动词的有效策略.
- 了解有或没有语言障碍的儿童的动词学习是必不可少的.
研究的目的:
- 评估和比较三种策略 (语法,语义,组合线索) 用于教导新型不过渡动词.
- 扩大儿童非传递式动词学习的证据基础.
- 通过接受式和表达式动词学习来评估词汇扩展.
主要方法:
- 涉及典型发育,发育语言障碍和唐氏综合征的儿童的可行性研究.
- 教导使用语法,语义和组合线索的新型不过渡动词.
- 评估参与者接受性地识别和表达性地标记新动词的能力.
主要成果:
- 参与者在所有条件下都成功地表现出了新型不过渡动词的接受性学习.
- 典型发育和唐氏综合征的儿童也表现出显著的表达性动词学习.
- 不同的暗示策略之间没有观察到学习成果的显著差异.
结论:
- 语法,语义和组合线索是教导新型不过渡动词的有效策略.
- 这些发现支持语言障碍和没有语言障碍的儿童的词汇扩展.
- 这项研究有助于理解接受式和表达式动词学习.
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