De Giacomo Andrea, Coppola Annamaria, Tricarico Teresa, Terrenzio Vanessa, Margari Mariella, Petruzzelli Maria Giuseppina, Craig Francesco
Child Neuropsychiatry Unit, Department of Basic Medical Sciences, Neuroscience and Sense Organs, University of Bari "Aldo Moro," Bari, Italy.
Riv Psichiatr. 2018 Jul-Aug;53(4):199-204. doi: 10.1708/2954.29696.
This study examines the effects of socioeconomic status (SES) on language acquisition in preschool children. It also evaluates the differences between the development of spontaneous imitation and language skills in verbal and nonverbal children.
New Reynell Developmental Language Scales (NRDLS) was administered to a sample of 60 children aged from 3 years to 5 years and 11 months, with apparently normal language development. The NRDLS were administered in a public nursery school in a poor area of Bari and to a private nursery school in the "Noicattaro" residential district, in order to differentiate SES. The NRDLS identified 19 nonverbal children and 41 verbal children.
SES does not affect the process of language acquisition, although the mother's schooldegree improves the child's language capacity. Analysis of mean scores on the NRDLS imitation items revealed a statistically significant difference between the verbal and nonverbal group with more impairment/higher scores in nonverbal than the verbal group. These results suggest that 19 nonverbal children have specifically impaired imitation. These results are further discussed.
本研究考察社会经济地位（SES）对学龄前儿童语言习得的影响。同时评估言语和非言语儿童在自发模仿和语言技能发展方面的差异。
对60名年龄在3岁至5岁11个月、语言发育明显正常的儿童样本进行了新版雷内尔发育性语言量表（NRDLS）测试。为区分社会经济地位，在巴里一个贫困地区的公立幼儿园和“诺伊卡塔罗”住宅区的私立幼儿园对儿童进行了NRDLS测试。NRDLS测试确定了19名非言语儿童和41名言语儿童。
社会经济地位不影响语言习得过程，尽管母亲的学历会提高孩子的语言能力。对NRDLS模仿项目平均得分的分析显示，言语组和非言语组之间存在统计学上的显著差异，非言语组的损伤/得分高于言语组。这些结果表明，19名非言语儿童存在特定的模仿障碍。对这些结果进行了进一步讨论。
