Iven C J, Albritton E G, Eaton B B, Montague J C
Speech-Language-Hearing Clinic, University of Arkansas at Little Rock, AR 72204.
Percept Mot Skills. 1989 Aug;69(1):295-303. doi: 10.2466/pms.1989.69.1.295.
This pilot study investigated pragmatic language training on parental expansion of interactive strategies, and a corresponding decrease in using questions and imperatives in parental communication with their language-delayed preschool children. Seven parent-child dyads participated, with the parents receiving training in the acquisition of six pragmatic categories, including reference, model, imitation, description, parallel talk, and expansion. Training results showed a significant increase in the parents' use of parallel talk and a decrease in their use of questions. Apparently in many instances parallel talk may incorporate the strategies of referencing, modeling, imitation, description, and expansion. Findings are discussed in terms of parallel talk functioning as a facilitator for language-delayed children.
这项试点研究调查了针对父母互动策略扩展的语用语言训练，以及父母与语言发育迟缓的学龄前儿童交流时使用问题和祈使句相应减少的情况。七对亲子参与了研究，父母接受了关于六个语用类别习得的训练，包括指称、示范、模仿、描述、平行谈话和扩展。训练结果显示，父母使用平行谈话的频率显著增加，使用问题的频率降低。显然，在许多情况下，平行谈话可能包含指称、示范、模仿、描述和扩展等策略。研究结果从平行谈话对语言发育迟缓儿童的促进作用方面进行了讨论。
