Siegel L S, Cunningham C E, van der Spuy H I
J Child Psychol Psychiatry. 1985 Jan;26(1):77-83. doi: 10.1111/j.1469-7610.1985.tb01629.x.
This study examined the impact of specific language delay (LD) on peer interactions in preschool children. Three groups of dyads were studied: normal children interacting with normal children, normals interacting with LD children and LD children with each other. The normal children were more likely to initiate interaction when the partner was non-responsive and to attempt to dominate the interaction. The results of this study illustrate reciprocity in the social interactions of young children, the significant role of dominance and control in interaction and the sensitivity of preschool children to the characteristics of their peers.
本研究考察了特定语言发育迟缓（LD）对学龄前儿童同伴互动的影响。研究了三组二元组合：正常儿童与正常儿童互动、正常儿童与语言发育迟缓儿童互动以及语言发育迟缓儿童之间的互动。当同伴没有反应时，正常儿童更有可能发起互动，并试图主导互动。本研究结果说明了幼儿社会互动中的互惠性、互动中主导和控制的重要作用以及学龄前儿童对同伴特征的敏感性。
