Beveridge M, Spencer J, Mittler P
Br J Soc Clin Psychol. 1978 Feb;17(1):75-83. doi: 10.1111/j.2044-8260.1978.tb00899.x.
There is a strong positive relationship between age and the number of social interactions a child is likely to initiate during a typical classroom free-play period. The type of interaction which shows the largest increase is verbally initiated child-child interactions. Verbally initiated child-teacher interactions also increase with age, though not so markedly as child-child interactions. There appears to be no significant change in non-verbal initiations of interactions with age, either to the teacher or to peers. These results give support to the use of observational techniques for language assessment in that they give further information about the growth of productive language skills as reported in a population survey of language abilities in mentally handicapped school children.
在典型的课堂自由活动期间，孩子的年龄与他们可能发起的社交互动数量之间存在着很强的正相关关系。增长幅度最大的互动类型是由儿童发起的言语性儿童与儿童之间的互动。由儿童发起的言语性儿童与教师之间的互动也随年龄增长而增加，不过增幅不如儿童与儿童之间的互动明显。与教师或同伴的非言语互动发起情况似乎不会随年龄增长而发生显著变化。这些结果为观察技术在语言评估中的应用提供了支持，因为它们提供了更多有关语言表达技能发展的信息，这与一项针对智障学童语言能力的人口调查中所报告的情况一致。
