Wilkinson K M, Romski M A, Sevcik R A
Department of Communication, Georgia State University, Atlanta 30303-3083.
J Speech Hear Res. 1994 Aug;37(4):883-95. doi: 10.1044/jshr.3704.883.
Research and practice on augmentative communication for persons with moderate or severe mental retardation have primarily targeted the acquisition and use of single symbols. Symbol combinations, however, provide insight into how augmented communicators use individual symbols to build more complex communications. In Study 1, untaught symbol combinations produced during natural communication interactions by 7 subjects with mental retardation were examined for their semantic, ordering, and generalization patterns. The symbol combinations largely resembled those produced by young speaking language learners, suggesting that the augmented communicators were following typical patterns of communication in generating their symbol combinations. In Study 2, we examined the symbol combinations modeled for subjects by their partners. The structure of the modeled combinations did not resemble the children's productions, indicating that the children could not have relied on simple rote imitation for their combination production. These results suggest that augmented communicators with mental retardation may use their symbols as speaking children use oral words in the development of complex communications.
针对中度或重度智力迟钝者的辅助沟通研究与实践主要聚焦于单个符号的习得与使用。然而，符号组合能让我们深入了解辅助沟通者如何运用单个符号构建更复杂的交流。在研究1中，我们考察了7名智力迟钝受试者在自然交流互动中产生的未学过的符号组合的语义、排序及泛化模式。这些符号组合在很大程度上类似于刚开始学说话的幼儿所产生的符号组合，这表明辅助沟通者在生成符号组合时遵循了典型的交流模式。在研究2中，我们考察了受试者的交流伙伴为他们示范的符号组合。示范组合的结构与儿童自己产生的组合不同，这表明儿童在生成组合时并非仅仅依靠简单的机械模仿。这些结果表明，智力迟钝的辅助沟通者在发展复杂交流时，可能像学说话的儿童使用口语词汇那样使用他们的符号。
