Brinton B, Fujiki M, Higbee L M
Audiology & Speech Pathology, Brigham Young University, Provo, UT 84602-8605, USA.
J Speech Lang Hear Res. 1998 Oct;41(5):1193-206. doi: 10.1044/jslhr.4105.1193.
This study examined the involvement of children with specific language impairment (SLI) in a cooperative group task. Subjects consisted of 6 target children with SLI (ages 8;10 to 12;5), 6 target children matched for chronological age (CA), and 6 target children with similar language skills (LS). Each target subject interacted with 2 peers of the same age and gender. This resulted in 54 subjects participating in 18 triadic interactions (each involving 1 target subject and 2 partners). Each triad of children worked together to build a cardboard periscope. Verbal and nonverbal collaborative activity were analyzed during the interactions. All members of the CA and LS triads were highly collaborative and worked and talked together while assembling the periscope. Four of the children with SLI played very minor roles in the cooperative work within their triads. Their verbal contributions were limited, and their nonverbal activity was minimal. When children with SLI did collaborate in building the periscope, they performed less specialized tasks than did their partners.
本研究考察了特定语言障碍（SLI）儿童在合作小组任务中的参与情况。研究对象包括6名患有SLI的目标儿童（年龄在8岁10个月至12岁5个月之间）、6名按实际年龄（CA）匹配的目标儿童以及6名语言技能（LS）相似的目标儿童。每名目标受试者与2名同龄且同性别的同伴进行互动。这使得54名受试者参与了18次三人互动（每次互动涉及1名目标受试者和2名伙伴）。每组三名儿童共同合作搭建一个纸板潜望镜。在互动过程中对言语和非言语协作活动进行了分析。CA组和LS组三人小组的所有成员在组装潜望镜时都高度协作，一起工作并交谈。4名患有SLI的儿童在其所在三人小组的合作工作中发挥的作用非常小。他们的言语贡献有限，非言语活动也很少。当患有SLI的儿童确实参与搭建潜望镜时，他们承担的专门任务比同伴少。
