Sevcik R A, Romski M A, Watkins R V, Deffebach K P
Department of Psychology, Georgia State University, Atlanta 30303, USA.
J Speech Hear Res. 1995 Aug;38(4):902-12. doi: 10.1044/jshr.3804.902.
The primary purpose of this study was to characterize the frequency and nature of augmented input that adult partners provided to 13 youth with mental retardation as they began to use the System for Augmenting Language (SAL). Analyses of youth-partner interactions revealed differences in the frequency with which home and school partners provided augmented input and in the manner and style of home and school partners' augmented input, particularly in directiveness and position of lexigram symbols within Utterances. Overall, partners naturally provided augmented input in a manner likely to promote youth's learning of the SAL.
本研究的主要目的是描述成年伙伴在13名智力障碍青少年开始使用语言增强系统（SAL）时提供的增强性输入的频率和性质。对青少年与伙伴互动的分析表明，家庭伙伴和学校伙伴提供增强性输入的频率，以及家庭伙伴和学校伙伴增强性输入的方式和风格存在差异，特别是在指令性和话语中词符符号的位置方面。总体而言，伙伴们自然地以一种可能促进青少年学习SAL的方式提供增强性输入。
