Swisher L, Restrepo M A, Plante E, Lowell S
Child Language Laboratory, University of Arizona, Tucson, USA.
J Speech Hear Res. 1995 Feb;38(1):168-73. doi: 10.1044/jshr.3801.168.
This study addressed whether generalization of a trained bound morpheme to untrained vocabulary stems differs between children with specific language impairment (SLI) and children with normal language (NL) under two controlled instructional conditions. Twenty-five children with NL and 25 children with SLI matched for age served as subjects. Contrasts between affixed and unaffixed words highlighted the affixation "rule" in the "implicit-rule" condition. The "rule" was verbalized by the trainer in the "explicit-rule" condition. Bimodal generalization results occurred in both subject groups, indicating that generalization was not incremental. Chi-square analyses suggested that the SLI group generalized the bound morpheme less often than the NL group under the explicit-rule training condition. The findings add to those that indicate children with SLI have a unique language-learning style, and suggest that the explicit presentation of metalinguistic information during training may be detrimental to bound-morpheme generalization by preschool-age children with SLI.
本研究探讨了在两种可控的教学条件下，特定语言障碍（SLI）儿童和正常语言（NL）儿童将经过训练的粘着语素泛化到未训练的词汇词干上的情况是否存在差异。25名年龄匹配的NL儿童和25名SLI儿童作为研究对象。在“隐性规则”条件下，带词缀和不带词缀的单词之间的对比突出了词缀化“规则”。在“显性规则”条件下，训练者会说出该“规则”。两个研究对象组均出现了双峰泛化结果，这表明泛化不是渐进的。卡方分析表明，在显性规则训练条件下，SLI组比NL组更少将粘着语素进行泛化。这些研究结果补充了那些表明SLI儿童具有独特语言学习风格的研究，并表明在训练过程中明确呈现元语言信息可能对学龄前SLI儿童的粘着语素泛化产生不利影响。
