Brinton B, Fujiki M, Spencer J C, Robinson L A
Brigham Young University, Provo, UT, USA.
J Speech Lang Hear Res. 1997 Oct;40(5):1011-25. doi: 10.1044/jslhr.4005.1011.
This study investigated the ability of 6 children with specific language impairment (SLI), ages 8;10 to 12;5 (years; months), to enter and participate in an ongoing dyadic interaction. Performance was compared to that of 6 chronological age-matched (CA) peers and 6 language-similar (LS) peers. All children in the LS and CA groups successfully accessed the interaction, and most did so quickly. Two children from the SLI group did not access, and the 4 remaining subjects required varying amounts of time to access. Following successful access, the triadic interactions of subjects were examined. The accessing children with SLI talked significantly less, were addressed significantly less, and collaborated less than either of the partners within their triads. Few significant differences were observed between LS or CA children and their partners.
本研究调查了6名患有特定语言障碍（SLI）的儿童（年龄在8岁10个月至12岁5个月之间）进入并参与持续的二元互动的能力。将他们的表现与6名年龄匹配（CA）的同龄人以及6名语言能力相似（LS）的同龄人进行比较。LS组和CA组的所有儿童都成功进入了互动，而且大多数人进入得很快。SLI组中有两名儿童未能进入，其余4名受试者进入互动所需的时间各不相同。在成功进入互动后，对受试者的三元互动进行了检查。患有SLI且成功进入互动的儿童交谈显著较少，被交谈的次数显著较少，并且与他们三元组中的任何一个伙伴的合作都较少。在LS组或CA组儿童与其伙伴之间几乎没有观察到显著差异。
