Montague J C
J Speech Hear Res. 1975 Mar;18(1):43-57. doi: 10.1044/jshr.1801.43.
Previous studies have indicated structural language differences favoring the noninstitutionalized retarded when compared to matched institutionalized retarded children. In this study, a sociological and psychological deficit hypothesis for institutional retardates was explored by using a verbal content analysis system. Unstructured speech samples from 20 institutionalized and 20 noninstitutionalized retarded children were employed using the computerized General Inquirer System and the Harvard III Psychosociological Dictionary. Differences were found between the groups but all except two were negated or attenuated by additional extended manual analysis treatments. The findings of this study do not support a psychological or sociological deficit hypothesis for institutionalized educable retardates as measured by this content analysis system.
先前的研究表明，与相匹配的机构养育的智障儿童相比，非机构养育的智障儿童在语言结构上存在差异。在本研究中，通过使用一种言语内容分析系统，对机构养育的智障者的社会学和心理学缺陷假说进行了探究。利用计算机化的通用问询系统和哈佛三世心理社会学词典，采集了20名机构养育的智障儿童和20名非机构养育的智障儿童的非结构化言语样本。研究发现两组之间存在差异，但除两项外，所有差异均通过额外的扩展人工分析处理而被否定或减弱。本研究的结果并不支持用这种内容分析系统所衡量的机构养育的可教育智障者存在心理学或社会学缺陷的假说。
