Mathinos D A
Department of Education, Bucknell University, Lewisburg, PA 17837.
J Learn Disabil. 1991 Aug-Sep;24(7):439-46. doi: 10.1177/002221949102400710.
This study was designed to characterize the conversational engagement techniques employed by children with and without learning disabilities while in a dyadic interaction. Engagement was defined and measured in terms of the degree to which utterances provided information and evidenced responsiveness to one's conversational partner. Sixty (30 with learning disabilities and 30 nondisabled) 9- to 13-year-old subjects participated. Analyses indicated that the subjects with learning disabilities (LD) could and did employ engagement-related techniques similar in levels of sophistication to those of their nondisabled peers, although they did so less consistently and frequently. Further, the relationship between affective measures and the engagement-related techniques used by the subjects with LD differed markedly from those of the nondisabled subjects. The results are interpreted from a motivational standpoint and suggest that future research should focus on the knowledge and application of engagement-related techniques of the children with LD, across settings and conversational partners.
本研究旨在刻画有学习障碍和无学习障碍儿童在二元互动中所采用的对话参与技巧。参与度是根据话语提供信息的程度以及对对话伙伴回应的表现来定义和衡量的。60名9至13岁的受试者参与了研究（30名有学习障碍，30名无学习障碍）。分析表明，有学习障碍的受试者能够且确实采用了与无学习障碍同伴在复杂程度上相似的与参与相关的技巧，尽管他们这样做的连贯性和频率较低。此外，有学习障碍的受试者所使用的情感测量与参与相关技巧之间的关系与无学习障碍的受试者明显不同。研究结果从动机角度进行了解释，并表明未来的研究应关注有学习障碍儿童在不同场景和对话伙伴中与参与相关技巧的知识和应用。
