Connell P J, Stone C A
Department of Speech and Hearing Sciences, Indiana University, Bloomington 47405.
J Speech Hear Res. 1992 Aug;35(4):844-52. doi: 10.1044/jshr.3504.844.
Three groups of children were exposed to instances of a novel morpheme under controlled experimental conditions. The performance of 32 children with specific language impairment (SLI), aged 5:0 to 7:0 years (years:months), was compared to that of 24 normally developing children matched for age and nonverbal ability and 20 younger normally developing children matched for language development and nonverbal ability. The children were taught under two instructional conditions that differed only in whether the child was asked to imitate the new language form after each instance (imitation) or just to observe its use (modeling). Consistent with past research (Connell, 1987b), the children with SLI performed significantly better under the imitation condition than under modeling, but the age-matched controls showed no difference in response to instruction. The performance of the language-matched controls was similar to that of the age-matched controls, suggesting that the instruction-specific effect for the children with SLI is not merely a function of general language immaturity. Although the superiority of the imitation condition for the children with SLI was evident for test trials requiring production of the new morpheme (as in past research), no such effect was evident for comprehension trials. This differing effect of output demands suggests that the SLI-specific response to instruction is not a matter of different mastery of the new rule but rather is specific to the need to access the newly induced rule on production trials. The accessing of phonological representations as a possible explanation for the effect is discussed.
在可控的实验条件下，三组儿童接触了一种新的语素实例。将32名患有特定语言障碍（SLI）的儿童（年龄在5:0至7:0岁之间）的表现，与24名年龄和非语言能力相匹配的正常发育儿童以及20名语言发育和非语言能力相匹配的年龄较小的正常发育儿童的表现进行了比较。这些儿童在两种教学条件下接受教导，这两种条件的区别仅在于是否要求儿童在每个实例后模仿新的语言形式（模仿）或只是观察其使用（示范）。与过去的研究一致（Connell，1987b），患有SLI的儿童在模仿条件下的表现明显优于示范条件，但年龄匹配的对照组在对教学的反应上没有差异。语言匹配的对照组的表现与年龄匹配的对照组相似，这表明SLI儿童的特定教学效果不仅仅是一般语言不成熟的作用。尽管对于需要生成新语素的测试试验（如过去的研究），模仿条件对SLI儿童的优势很明显，但在理解试验中没有这种效果。产出要求的这种不同效果表明，SLI儿童对教学的特定反应不是对新规则掌握程度不同的问题，而是特定于在生成试验中获取新诱导规则的需要。讨论了将语音表征的获取作为这种效果的一种可能解释。
