Gertner B L, Rice M L, Hadley P A
Speech Services Associated Children's Therapies, Chattanooga, TN.
J Speech Hear Res. 1994 Aug;37(4):913-23. doi: 10.1044/jshr.3704.913.
Recent research suggests that children's linguistic competence may play a central role in establishing social acceptance. That possibility was evaluated by examining children's peer relationships in a preschool classroom attended by children with varying degrees of communication ability. Three groups of children were compared: children with normally developing language skills (ND), children with speech and/or language impairments (S/LI), and children learning English as a second language (ESL). Two sociometric tasks were used to measure peer popularity: positive nominations and negative nominations. Children in the ND group received more positive nominations than the children in either the ESL or S/LI groups. When the children's positive and negative nominations were combined to classify them as Liked, Disliked, Low Impact, or Mixed, the ND children predominated in the Liked cell, whereas the other two groups of children fell into the Disliked or Low Impact cells. In addition, the PPVT-R, a receptive measure of single-word vocabulary, was found to be the best predictor of peer popularity. The findings are discussed in terms of a social consequences account of language limitations.
近期研究表明，儿童的语言能力可能在建立社会接纳度方面发挥核心作用。通过考察不同沟通能力水平儿童所在的学前课堂中儿童的同伴关系，对这一可能性进行了评估。研究比较了三组儿童：语言技能正常发展的儿童（ND）、有言语和/或语言障碍的儿童（S/LI）以及将英语作为第二语言学习的儿童（ESL）。使用两项社会测量任务来衡量同伴受欢迎程度：积极提名和消极提名。ND组儿童获得的积极提名比ESL组或S/LI组儿童更多。当将儿童的积极提名和消极提名综合起来将他们分类为被喜欢、被讨厌、低影响力或混合型时，ND组儿童在“被喜欢”类别中占主导地位，而其他两组儿童则属于“被讨厌”或“低影响力”类别。此外，发现PPVT-R（一种接受性单字词汇测量工具）是同伴受欢迎程度的最佳预测指标。研究结果从语言限制的社会后果角度进行了讨论。
