Lee Michelle, Bush Lauren, Martin Gary E, Barstein Jamie, Maltman Nell, Klusek Jessica, Losh Molly
Michelle Lee and Lauren Bush, Northwestern University; Gary E. Martin, St. John's University; Jamie Barstein and Nell Maltman, Northwestern University; Jessica Klusek, University of South Carolina; and Molly Losh, Northwestern University.
Am J Intellect Dev Disabil. 2017 Jul;122(4):289-309. doi: 10.1352/1944-7558-122.4.289.
This longitudinal study examined pragmatic language in boys and girls with Down syndrome (DS) at up to three time points, using parent report, standardized and direct assessments. We also explored relationships among theory of mind, executive function, nonverbal mental age, receptive and expressive vocabulary, grammatical complexity, and pragmatic competence. Controlling for cognitive and language abilities, children with DS demonstrated greater difficulty than younger typically developing controls on parent report and standardized assessments, but only girls with DS differed on direct assessments. Further, pragmatic skills of individuals with DS developed at a delayed rate relative to controls. Some sex-specific patterns of pragmatic impairments emerged. Theory of mind and executive function both correlated with pragmatic competence. Clinical and theoretical implications are discussed.
这项纵向研究在多达三个时间点，使用家长报告、标准化评估和直接评估，考察了唐氏综合征（DS）男孩和女孩的语用语言。我们还探讨了心理理论、执行功能、非言语心理年龄、接受性和表达性词汇、语法复杂性和语用能力之间的关系。在控制认知和语言能力的情况下，唐氏综合征儿童在家长报告和标准化评估中比年龄较小的发育正常的对照组表现出更大的困难，但只有唐氏综合征女孩在直接评估中存在差异。此外，唐氏综合征个体的语用技能相对于对照组发育延迟。出现了一些语用障碍的性别特异性模式。心理理论和执行功能都与语用能力相关。讨论了临床和理论意义。
