Moran M R, Byrne M C
J Speech Hear Res. 1977 Sep;20(3):529-42. doi: 10.1044/jshr.2003.529.
Sixty learning-disabled children with a mean age of 7-11 and 60 children in regular classes with a mean age of 7-10 were given a tense marker test to elicit future, present, and past tense markers for 50 verbs organized into 10 categories based on the operation required to form the past tense. Results indicated that both normal and learning-disabled children had achieved control of future, present, and /-d/ and /-t/ past tense markers. Neither group has mastered the /-ed/ nor seven categories of irregular past tense markers. Children in regular classes showed significantly higher correct responses across 10 categories of past tense items. Analysis of error patterns indicated that learning disabled children used a different pattern of responses and a different set of rules to mark past tense. This study shows the need for data on the linguistic status of normally developing children above the age of seven, if we are to make any inferences about the performance of children whose development is deviate.
60名平均年龄在7至11岁的学习障碍儿童和60名平均年龄在7至10岁的普通班级儿童接受了一项时态标记测试，以引出50个动词的将来时、现在时和过去时标记，这些动词根据构成过去时所需的操作被分为10类。结果表明，正常儿童和学习障碍儿童都已掌握了将来时、现在时以及/-d/和/-t/过去时标记。两组儿童都未掌握/-ed/以及七类不规则过去时标记。普通班级的儿童在10类过去时项目上的正确回答显著更高。对错误模式的分析表明，学习障碍儿童使用了不同的回答模式和不同的规则集来标记过去时。这项研究表明，如果我们要对发育异常儿童的表现进行任何推断，就需要有关7岁以上正常发育儿童语言状况的数据。
