Edmonds P E, Haynes W O
Auburn University, Department of Communication Disorders, AL 36849-3501.
J Commun Disord. 1988 Jun;21(3):209-28. doi: 10.1016/0021-9924(88)90030-5.
This study investigated the topic manipulation skills and conversational participation of school-age language-impaired children (LI) in interactions with normal language peers. The subjects consisted of eight dyads of a normal language child and a language-impaired child balanced for approximate age and sex. They ranged in age from 5.11 to 7.11 years of age. The subjects participated in two conversations in order to explore the effects of familiarity on conversational participation. The subjects were unfamiliar with each other before the study began. Fifteen to twenty minutes of discourse were taped, transcribed, and analyzed for the number and proportion of topics maintained, topics introduced, topics reintroduced, topics shaded, and the number and proportion of back channel responses produced in Session 1 and Session 2. A behavioral measure was included to clarify whether conversational nonassertiveness was related to a behavioral style of interaction. No significant differences were found between the LI children and the normal children for the number and proportion of topics maintained, topics introduced, or topics shaded. However, the LI subjects did produce significantly more topic reintroductions than the normal subjects. The number and proportion of back channel responses was not found to differ significantly between the two groups. A familiarity effect was demonstrated by a reduction in the number of utterances produced in Session 2 as compared to Session 1 as the children interacted less in the second conversation. Several interpretations of the results are discussed.
本研究调查了学龄期语言障碍儿童（LI）在与正常语言能力同伴互动时的话题操控技巧和对话参与情况。研究对象由八对年龄和性别大致匹配的正常语言儿童和语言障碍儿童组成。他们的年龄在5岁11个月至7岁11个月之间。为了探究熟悉程度对对话参与的影响，研究对象参与了两次对话。在研究开始前，他们彼此并不熟悉。对15至20分钟的对话进行录音、转录，并分析在第一阶段和第二阶段中维持的话题数量和比例、引入的话题、重新引入的话题、淡化的话题，以及产生的反馈回应的数量和比例。还纳入了一项行为测量，以明确对话中的不自信是否与一种互动行为风格有关。在维持的话题数量和比例、引入的话题或淡化的话题方面，语言障碍儿童和正常儿童之间未发现显著差异。然而，语言障碍儿童重新引入的话题确实比正常儿童显著更多。两组之间反馈回应的数量和比例未发现显著差异。随着儿童在第二次对话中的互动减少，与第一阶段相比，第二阶段产生的话语数量有所减少，这证明了熟悉程度的影响。文中讨论了对研究结果的几种解释。
