Canadian Journal of Speech-Language Pathology and Audiology

The Comprehension of Spatial Adjectives by Children with Normal and Children with Deviant Language Development

Author(s) David W. Illerbrun
Volume 1
Number 5
Year 1975
Page(s) 27-36
Language English
Abstract Vignt enfants de développement linguistique normal, don’t la durée de parole moyenne était d'entre 4.56 et 6.06 morphémes, et qui étaient âgés de 4 ans 2 mois à 5 ans 6 mois, étaient assortis avec 20 enfants de développment linguistique anormal, don’t la durée de parole moyenne était d'entre 4.54 et 6.04 morphémes, et âgés de 6 ans 5 mois à 12 ans 6 mois. Six paires d'adjectifs spatiaux en trois formes différentes (polaires, superlatifs et comparatifs) ont été choisies. L'analyse des données indiquiat que les enfants comprenaient beaucoup plus facilement (p<0.05) les adjectifs polaires et superlatifs que les comparatifs. Les enfants semblaient compredre le membre marqué d'une paire d'adjectifs au même temps que le membre non marqué. Aussi bien, il n'y avait au développement linguistique normal et les autres, quand ils étaient assortis par des critéres lingquistiques tels que la durée moyenne de la parole.

Twenty children with normal language development, with a mean length of utterance of 4.56 to 6.06 morphemes and ranging in age from four years and two months to five years and six months, were matched with 20 children with deviant language development, with a mean utterance of 4.54 to 6.04 morphemes and ranging in age from six years and five months to twelve years and six months. Six pairs of selected spatial adjectives in three different forms (polar, superlative, comparative) were used as stimuli. A total of 36 plates containing simple black and white line drawings representive of the selected adjectives were used to assess the child's comprehension of 36 spatial adjectives. Analysis of the data indicated that children find it significantly (p<0.05) easier to comprehend the polar and superlative adjective forms than the comparative form.. The children appeared to comprehend the marked member of an adjective pair at the same time as its unmarked member. As well, there were no differences in the comprehension of spatial adjectives between children with normal language development and children with deviant language development when matched on a linguistic criteria such as mean length of utterance.
Record ID 871

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