Rowan L E, Leonard L B, Chapman K, Weiss A L
J Speech Hear Res. 1983 Mar;26(1):97-106. doi: 10.1044/jshr.2601.97.
The presuppositional and performative abilities of language-disordered and normal children were compared, controlling for the children's ability to use the lexical items required in the experimental tasks. Subjects were 36 children, 18 normal and 18 language-disordered, functioning at a single-word level of linguistic development. Results revealed that both the language-disordered and the normal children showed a tendency to encode changing rather than unchanging situational elements. The two groups of children also demonstrated similar levels of imperative and declarative performance intent. For both groups, performative and presuppositional behaviors were usually in the form of word productions. Discrepancies between the findings of this and other investigations are discussed with respect to the size of the children's lexicons, their expressive command of the lexicon, chronological age, and representational skills.
比较了语言障碍儿童和正常儿童的预设能力和施为能力，同时控制了儿童使用实验任务所需词汇的能力。研究对象为36名儿童，其中18名正常儿童和18名语言障碍儿童，其语言发展处于单词水平。结果显示，语言障碍儿童和正常儿童都表现出对变化的情境元素而非不变的情境元素进行编码的倾向。两组儿童在祈使性和陈述性施为意图方面也表现出相似的水平。对于两组儿童来说，施为和预设行为通常都以单词产出的形式出现。本文研究结果与其他研究结果之间的差异，从儿童词汇量的大小、他们对词汇的表达掌握程度、实际年龄和表征技能等方面进行了讨论。
