Yoder P J, Davies B, Bishop K
Special Education Department, Vanderbilt University, Nashville, TN 37203.
Am J Ment Retard. 1994 Nov;99(3):270-82.
A determination was made of whether an empirically derived interaction style improves the usefulness of the language sampling and transcription in 17 children with developmental disabilities in Brown's (1973) Stages I and II. Whether the interaction style affected the diversity and complexity of the language the children produced during the samples was also examined. All subjects experienced two 20-minute interaction sessions that differed according to whether topic-continuing wh-questions were used. Results indicated that, regardless of order of exposure to the styles, children talked more often and produced proportionally more transcribable utterances. In addition, they produced a larger sample of productive vocabulary in the style using topic-continuing wh-questions. There were no style effects on vocabulary diversity or length of utterance. The importance of using interaction styles that maximize the information available from language samples of young children with disabilities was discussed.
研究人员确定了一种基于经验得出的互动方式是否能提高对布朗（1973）第一和第二阶段的17名发育障碍儿童进行语言抽样和转录的效用。同时还考察了这种互动方式是否会影响儿童在抽样过程中所产生语言的多样性和复杂性。所有受试者都经历了两个20分钟的互动环节，这两个环节根据是否使用话题延续性特殊疑问句而有所不同。结果表明，无论接触这两种方式的顺序如何，儿童说话更频繁，且能产生比例上更多的可转录话语。此外，在使用话题延续性特殊疑问句的方式中，他们产生了更大的有效词汇样本。在词汇多样性或话语长度方面没有方式效应。文中讨论了使用能从残疾幼儿语言样本中获取最大可用信息的互动方式的重要性。
