Freedman P P, Carpenter R L
J Speech Hear Res. 1976 Dec;19(4):784-95. doi: 10.1044/jshr.1904.784.
Two-word utterances of four language-impaired children at Brown's Stage I level of linguistic development were compared with two-word utterances of four young normal children at the same linguistic level to determine any differences between the two groups in the use of a set of 10 basic semantic relations. Type-token ratios for each semantic relation were used to compare use of semantic relations between groups. A significant difference was obtained for only one relation, with the language-impaired group demonstrating greater diversity in the use of the introducer + entity relation than the normal group. The findings indicated that at Stage I level of linguistic development, the language-impaired children demonstrated a linguistic system no different than the system of normal Stage I children. The findings are discussed relative to possible cognitive and linguistic strategies involved in language acquisition. It is suggested that some language-impaired children rather than being deficient in their ability to understand and code the basic semantic relations demonstrate a deficit in the higher, more complex aspects of the linguistic coding system.
将四名处于布朗语言发展第一阶段的语言障碍儿童的双词句与四名处于相同语言水平的正常幼儿的双词句进行比较，以确定两组在使用一组10种基本语义关系方面的差异。使用每种语义关系的类型- token比率来比较组间语义关系的使用情况。仅在一种关系上获得了显著差异，语言障碍组在使用引入者+实体关系方面比正常组表现出更大的多样性。研究结果表明，在语言发展的第一阶段，语言障碍儿童表现出的语言系统与正常第一阶段儿童的系统没有差异。相对于语言习得中可能涉及的认知和语言策略对研究结果进行了讨论。有人认为，一些语言障碍儿童并非在理解和编码基本语义关系的能力上有缺陷，而是在语言编码系统的更高、更复杂方面存在缺陷。
