Department of Special Education, Behavioural Science Institute, Radboud University Nijmegen, Nijmegen, The Netherlands.
Res Dev Disabil. 2011 Sep-Oct;32(5):1884-94. doi: 10.1016/j.ridd.2011.03.015. Epub 2011 Apr 16.
The present study investigated the language development of 50 children with intellectual disabilities (ID) and 42 typically developing children from age 4 to 5 years, and was designed to shed more light on the respective roles of phonological working memory (WM) and nonverbal intelligence in vocabulary and syntax development. Results showed that nonverbal intelligence predicted phonological WM, vocabulary and syntax of children with ID at age 4 and 5, and that it only predicted these skills at age 4 in typically developing children. Furthermore, syntax at age 5 was predicted by vocabulary at age 4 in children with ID, which points to children with ID requiring a larger critical mass of vocabulary for syntactic development to be initiated.
本研究调查了 50 名智障儿童和 42 名正常发展儿童从 4 岁到 5 岁的语言发展情况，旨在更深入地了解语音工作记忆（WM）和非言语智力在词汇和语法发展中的各自作用。结果表明，非言语智力在 4 岁和 5 岁时分别预测了智障儿童的语音 WM、词汇和语法，而在正常发展儿童中仅在 4 岁时预测了这些技能。此外，智障儿童在 5 岁时的语法还可以由 4 岁时的词汇来预测，这表明智障儿童需要更大的词汇量才能开始进行语法发展。
