Givens G D, Greenfeld D
Ear Hear. 1982 Sep-Oct;3(5):274-9. doi: 10.1097/00003446-198209000-00008.
Children's response to communicative failure was evaluated in terms of linguistic and nonlinguistic behaviors. Six hearing-impaired and six normal-hearing children served as subjects. Each group was comprised of three children at each of brown's language stages I and III. Each child was engaged in spontaneous play and received the communicative failure cure "What?" on 20 occasions. Videorecorded responses were scored as repetitions, revisions, or no responses. Revisions were analyzed and categorized into one of nine categories according to linguistic and nonlinguistic structures. Results revealed that both groups of subjects used linguistic and nonlinguistic information in this revision behavior. However, the two groups differed in their pattern of revision behaviors. The hearing-impaired subjects, unlike the normal-hearing subjects, used less linguistic revision behaviors regardless of language development. Findings showed that the nonlinguistic as well as linguistic information may be important considerations when evaluating language with the hearing impaired.
根据语言和非语言行为对儿童对交流失败的反应进行了评估。六名听力受损儿童和六名听力正常儿童作为受试者。每组由处于布朗语言阶段I和III的三名儿童组成。每个孩子都参与自发游戏，并在20次情况下接受交流失败纠正“什么？”。录像反应被评为重复、修正或无反应。根据语言和非语言结构，修正被分析并归类为九个类别之一。结果显示，两组受试者在这种修正行为中都使用了语言和非语言信息。然而，两组在修正行为模式上存在差异。与听力正常的受试者不同，听力受损的受试者无论语言发展如何，使用的语言修正行为都较少。研究结果表明，在评估听力受损者的语言时，非语言信息以及语言信息可能都是重要的考虑因素。
