Konstantareas M M
J Autism Dev Disord. 1984 Mar;14(1):9-25. doi: 10.1007/BF02408552.
Many language-impaired children rely on telegraphic speech for expression. Functors such as prepositions and pronouns are mostly absent from their utterances. In an experimental analogue to clinical work, 14 3- to 11-year-old children with various levels of language impairment were exposed to drawings portraying a single scene. A meaningful sentence including either a pronoun or a preposition, which the children were not spontaneously using at pretesting, was associated with each drawing. Training the children to use the functors followed one of two approaches. The experimenter either vocalized the functor, or she vocalized and signed it. Results revealed that, for both functor acquisition and functor recall, speech and sign training was superior to speech training. Type of functor trained was also important, with prepositions faring better than pronouns. Reasons for this speech facilitation through signs, and issues related to implementation, are discussed.
许多语言受损儿童依靠电报式言语进行表达。他们的话语中大多没有诸如介词和代词之类的功能词。在一项与临床工作类似的实验中，14名3至11岁、语言受损程度各异的儿童观看了描绘单个场景的图画。每幅图画都配有一个包含代词或介词的有意义句子，这些句子在预测试中孩子们不会自发使用。训练孩子们使用功能词采用了两种方法之一。实验者要么说出功能词，要么既说出又用手势表示功能词。结果显示，对于功能词的习得和回忆，言语加手势训练都优于言语训练。所训练的功能词类型也很重要，介词的效果比代词更好。本文讨论了通过手势促进言语的原因以及与实施相关的问题。
