Pérez-Pereira M
Departamento di Psicología Evolutiva y de la Educación, Universidad de Santiago, Spain.
J Child Lang. 1994 Jun;21(2):317-37. doi: 10.1017/s0305000900009296.
A blind child and her sighted twin sister were recorded at home once a month from 2;5 to 3;5. Their imitations, repetitions and routines (IRR speech) were analysed with respect to three dimensions (type, faithfulness to the model, and function). MLU for IRR speech was greater than that for productive utterances, which supports the idea that these productions facilitate language development. The blind girl used routines and modified imitations and repetitions more frequently than her sighted sister, and her use of modified repetitions increased during the study. She also seemed to use IRR speech for a longer period in her development. Both children frequently used these forms as a means of maintaining conversation and to fulfil their intentions. By introducing modifications (varying some element, or expanding the model) both children, especially the blind girl, analysed language and learned to use these utterances in the appropriate circumstances with a clear pragmatic function. Such behaviour is typical of holistic language processing and acquisition.
从2岁5个月到3岁5个月期间，每月对一名盲童及其视力正常的双胞胎姐妹进行一次家庭记录。对她们的模仿、重复和日常用语（IRR言语）从三个维度（类型、对模型的忠实度和功能）进行了分析。IRR言语的平均语句长度（MLU）大于产出性话语的MLU，这支持了这些话语有助于语言发展的观点。与她视力正常的姐姐相比，盲童更频繁地使用日常用语以及修改后的模仿和重复，并且在研究过程中她对修改后重复的使用有所增加。在其发展过程中，她似乎也在更长的时期内使用IRR言语。两个孩子都经常使用这些形式作为维持对话和实现意图的手段。通过进行修改（改变某些元素或扩展模型），两个孩子，尤其是盲童，对语言进行了分析，并学会在适当的情境中使用这些话语，具有明确的语用功能。这种行为是整体语言处理和习得的典型表现。
