Andreu Llorenç, Sanz-Torrent Monica, Guàrdia Olmos Joan, Macwhinney Brian
Estudis de Psicologia i Ciències de l'Educació, Universitat Oberta de Catalunya, Barcelona, Spain.
Clin Linguist Phon. 2011 Sep;25(9):767-83. doi: 10.3109/02699206.2011.565542. Epub 2011 Mar 31.
This study investigates narrative comprehension and production in children with specific language impairment (SLI). Twelve children with SLI (mean age 5;8 years) and 12 typically developing children (mean age 5;6 years) participated in an eye-tracking experiment designed to investigate online narrative comprehension and production in Catalan- and Spanish-speaking children with SLI. The comprehension task involved the recording of eye movements during the visual exploration of successive scenes in a story, while listening to the associated narrative. With regard to production, the children were asked to retell the story, while once again looking at the scenes, as their eye movements were monitored. During narrative production, children with SLI look at the most semantically relevant areas of the scenes fewer times than their age-matched controls, but no differences were found in narrative comprehension. Moreover, the analyses of speech productions revealed that children with SLI retained less information and made more semantic and syntactic errors during retelling. Implications for theories that characterize SLI are discussed.
本研究调查了特定语言障碍（SLI）儿童的叙事理解和生成能力。12名患有SLI的儿童（平均年龄5岁8个月）和12名发育正常的儿童（平均年龄5岁6个月）参与了一项眼动追踪实验，该实验旨在研究讲加泰罗尼亚语和西班牙语的SLI儿童的在线叙事理解和生成能力。理解任务包括在听相关叙事的同时，记录儿童在视觉探索故事中连续场景时的眼动情况。在生成方面，要求儿童一边再次观看场景，一边复述故事，同时监测他们的眼动。在叙事生成过程中，患有SLI的儿童看场景中语义最相关区域的次数比年龄匹配的对照组少，但在叙事理解方面未发现差异。此外，对言语生成的分析表明，患有SLI的儿童在复述过程中保留的信息较少，并且出现了更多的语义和句法错误。文中还讨论了这些结果对描述SLI的理论的启示。
