Purcell S L, Liles B Z
University of Connecticut, Storrs.
J Speech Hear Res. 1992 Apr;35(2):354-62. doi: 10.1044/jshr.3502.354.
The self-initiated repairs produced by 14 normal-language and 14 language-disordered children during a story retelling task are described. When grammatical repairs and repairs to text meaning were analysed, no group differences were found for either repair type. Both groups initiated significantly more repairs to text meaning. When repairs to text meaning were probed for the cohesive aspects of the repair activity, there were no group differences for the frequency or the types of cohesive repairs that were initiated. However, differences were significant for the success of the cohesive repair attempts and for the location of the repairs. Normal-language and language-disordered children appear to share similar strategies for monitoring narrative discourse, but they differ in their abilities to actualize their monitoring attention.
本文描述了14名正常语言儿童和14名语言障碍儿童在故事复述任务中进行的自我发起的修复情况。在分析语法修复和文本意义修复时，发现两组在任何一种修复类型上均无差异。两组对文本意义发起的修复都明显更多。当探究文本意义修复在修复活动的衔接方面的情况时，两组在发起的衔接修复的频率或类型上没有差异。然而，在衔接修复尝试的成功率和修复位置方面存在显著差异。正常语言儿童和语言障碍儿童似乎在监测叙事话语方面有相似的策略，但在将监测注意力转化为实际行动的能力上有所不同。
