Stevens L J, Bliss L S
Warren Woods Schools, Berkley, MI, USA.
J Speech Hear Res. 1995 Jun;38(3):599-611. doi: 10.1044/jshr.3803.599.
This study explored the conflict resolution ability of 30 children with specific language impairment (SLI) and 30 children with normal language (NL) in grades 3 through 7. The children participated in a hypothetical problem-solving activity in which an imaginary conflict was presented and a hypothetical solution was required. They also engaged in role enactments of conflicts. The children with SLI suggested fewer types of strategies to resolve hypothetical conflicts than their peers with NL. The groups did not differ in the number of strategy types used in the role-enactment contexts. The children with receptive and expressive SLI performed more poorly than the children with primarily expressive language deficits only on the role-enactment task. Similarities and differences in types of strategy used by the children with SLI and those with NL were found in both tasks. Explanations are offered for these findings.
本研究探讨了30名患有特定语言障碍（SLI）的儿童和30名语言正常（NL）的3至7年级儿童的冲突解决能力。这些儿童参与了一项假设性问题解决活动，其中呈现了一个虚构的冲突，并要求给出一个假设性的解决方案。他们还进行了冲突的角色扮演。与语言正常的同龄人相比，患有特定语言障碍的儿童提出的解决假设性冲突的策略类型更少。在角色扮演情境中使用的策略类型数量上，两组没有差异。仅在角色扮演任务中，具有接受性和表达性特定语言障碍的儿童比主要有表达性语言缺陷的儿童表现更差。在两项任务中都发现了患有特定语言障碍的儿童和语言正常的儿童所使用策略类型的异同。针对这些发现给出了解释。
