Fazio B B
Indiana University, Bloomington.
J Speech Hear Res. 1994 Apr;37(2):358-68. doi: 10.1044/jshr.3702.358.
This study examined the counting abilities of preschool children with specific language impairment compared to language-matched and mental-age-matched peers. In order to determine the nature of the difficulties SLI children exhibited in counting, the subjects participated in a series of oral counting tasks and a series of gestural tasks that used an invented counting system based on pointing to body parts. Despite demonstrating knowledge of many of the rules associated with counting, SLI preschool children displayed marked difficulty in counting objects. On oral counting tasks, they showed difficulty with rote counting, displayed a limited repertoire of number terms, and miscounted sets of objects. However, on gestural counting tasks, SLI children's performance was significantly better. These findings suggest that SLI children have a specific difficulty with the rote sequential aspect of learning number words.
本研究考察了患有特定语言障碍的学龄前儿童与语言匹配和心理年龄匹配的同龄人相比的计数能力。为了确定患有特定语言障碍的儿童在计数中表现出的困难的性质，受试者参与了一系列口头计数任务和一系列手势任务，这些任务使用了基于指向身体部位的自创计数系统。尽管表现出对许多与计数相关规则的了解，但患有特定语言障碍的学龄前儿童在物体计数方面表现出明显困难。在口头计数任务中，他们在死记硬背计数方面存在困难，数字词汇量有限，并且会数错物体集合。然而，在手势计数任务中，患有特定语言障碍的儿童的表现明显更好。这些发现表明，患有特定语言障碍的儿童在学习数字单词的死记硬背顺序方面存在特定困难。
