Merritt D D, Liles B Z
University of Connecticut, Storrs.
J Speech Hear Res. 1987 Dec;30(4):539-52. doi: 10.1044/jshr.3004.539.
Twenty language-impaired and unimpaired children ages 9:0 to 11:4 participated in three story tasks. The children generated three original stories, retold two adventure stories, and then answered two sets of comprehension questions after each retelling. Stein and Glenn's (1979) story grammar rules were adapted and used to analyze the narratives. The generated and retold stories produced by the language-disordered children contained fewer complete story episodes, a lower mean number of main and subordinate clauses per complete episode, and a lower frequency of use of story grammar components than those of the control group. The story hierarchies produced by both groups were highly similar, though, in both story generation and story retelling. The groups also did not differ in their understanding of the factual details of the retold stories, but did differ significantly in their comprehension of the relationships linking the critical parts of the stories together. The results are discussed relative to cognitive organizational deficits of language-impaired children.
20名年龄在9岁0个月至11岁4个月之间的语言障碍儿童和非语言障碍儿童参与了三项故事任务。这些儿童创作了三个原创故事，复述了两个冒险故事，然后在每次复述后回答两组理解问题。斯坦因和格伦（1979）的故事语法规则经过改编后用于分析这些叙述。与对照组相比，语言障碍儿童创作和复述的故事包含的完整故事情节更少，每个完整情节中主从句的平均数量更低，故事语法成分的使用频率也更低。不过，在故事创作和故事复述方面，两组产生的故事层次结构高度相似。两组在对复述故事事实细节的理解上也没有差异，但在对将故事关键部分联系在一起的关系的理解上存在显著差异。研究结果结合语言障碍儿童的认知组织缺陷进行了讨论。
