Goldfield Beverly A, Gencarella Christina, Fornari Kevin
Department of Psychology, Rhode Island College.
Appl Psycholinguist. 2016 May;37(3):529-549. doi: 10.1017/S0142716415000107. Epub 2015 Apr 10.
The Intermodal Preferential Looking (IPL) task was developed to assess comprehension in infants and toddlers. We extend this methodology to examine word comprehension in preschool children using two measures: proportion of looking time to target (LTT) and longest look (LL) to target. Children (3-6 years) were tested with the IPL for comprehension of nouns, verbs, and adjectives. Both LTT and LL scores showed that, across all ages, eye gaze to the target word increased from baseline to test; there were higher scores for nouns compared to verbs and adjectives. We also compare IPL performance to scores on a standardized test of receptive vocabulary (PPVT-4). Correlations with PPVT-4 scores were stronger for LTT than LL measures. The IPL may provide an alternative method for assessing word comprehension in preschool children with behavioral limitations.
多通道偏好注视（IPL）任务旨在评估婴幼儿的理解能力。我们扩展了这一方法，通过两种测量方式来检验学龄前儿童的词汇理解能力：注视目标的时间比例（LTT）和对目标的最长注视时间（LL）。对3至6岁的儿童进行了IPL测试，以检验他们对名词、动词和形容词的理解。LTT和LL分数均显示，在所有年龄段中，从基线到测试阶段，对目标词的目光注视都有所增加；名词的得分高于动词和形容词。我们还将IPL测试结果与接受性词汇标准化测试（PPVT-4）的分数进行了比较。与PPVT-4分数的相关性，LTT测量比LL测量更强。IPL可能为评估有行为限制的学龄前儿童的词汇理解提供一种替代方法。
