Bellaire S, Plante E, Swisher L
Child Language Laboratory, University of Arizona, Tucson 85701.
J Commun Disord. 1994 Dec;27(4):265-79. doi: 10.1016/0021-9924(94)90017-5.
Bound-morphine skills of school-age, language-impaired (LI) children were explored with three tasks designed to assess multiple dimensions of this component of language. Ten English-speaking, school-age LI children (Mean age: 10:3) and ten children with normal language (Mean age: 9:9) served as subjects. A two-way analysis of variance revealed significant group differences. Fisher a priori testing documented significant group differences for a measure of English bound-morpheme skill levels, a measure of ability to generalize English bound-morphemes to novel words, and a measure of ability to learn novel bound-morphemes attached to novel words. The findings indicate that core features of developmental language impairment in preschool children--poor ability to learn, to use, and to generalize bound-morphemes--are also present in school-age, LI children.
通过三项旨在评估语言这一组成部分多个维度的任务，对学龄期语言障碍（LI）儿童的粘着语素技能进行了探究。十名说英语的学龄期LI儿童（平均年龄：10岁3个月）和十名语言正常的儿童（平均年龄：9岁9个月）作为研究对象。双向方差分析显示出显著的组间差异。费舍尔先验检验证明，在英语粘着语素技能水平测量、将英语粘着语素推广到新单词的能力测量以及学习附着在新单词上的新粘着语素的能力测量方面，存在显著的组间差异。研究结果表明，学龄前儿童发育性语言障碍的核心特征——学习、使用和推广粘着语素的能力较差——在学龄期LI儿童中也存在。
