Yoder P J, Davies B
Peabody College, Vanderbilt University, Nashville, TN 37203.
Am J Ment Retard. 1992 Sep;97(2):197-208.
The current study is the first to test the hypotheses that children with developmental delays use more frequent language and more diverse vocabulary in routines than in nonroutines. The 19 child participants were in Brown's (1973) first stage of language learning. Using a novel method of measuring routines, 18 of the parents identified at least one routine in a videotaped play session with their children. Results support both hypotheses and provide descriptive information about the content of the routines displayed by the parents and children in the free-play context. The importance of replicating the findings in the context of an experimental design before concluding that "routineness" caused the children to talk more often and with more diverse vocabulary was emphasized.
与非日常活动相比，发育迟缓的儿童在日常活动中使用的语言更频繁，词汇也更多样化。19名儿童参与者处于布朗（1973）语言学习的第一阶段。通过一种测量日常活动的新方法，18位家长在与孩子的录像游戏环节中识别出了至少一种日常活动。研究结果支持了这两个假设，并提供了有关在自由游戏情境中家长和孩子所展示的日常活动内容的描述性信息。研究强调了在得出“日常性”导致儿童更频繁地说话且词汇更多样化这一结论之前，在实验设计的背景下重复这些发现的重要性。
