Influence of Syntactical Complexity on Comprehension in Conceptually Delayed Children at Linguistic Stage I

Judith L. Page, Donna Horn

Research output: Contribution to journalArticlepeer-review

1 Scopus citations

Abstract

Individuals concerned with developing comprehension and production of multi-word utterances in conceptually delayed children have sought to design variables believed to play a role in language learning. One such variable is level of linguistic input. The purpose of this study was to determine whether conceptually delayed children functioning at linguistic Stage I (Brown, 1973) exhibit differential levels of comprehension as a function of the linguistic complexity of the stimulus utterance. Conceptually delayed preschoolers at early and late State I were asked to respond to commands expressed in simple, complete adult forms and in incomplete, telegraphic child forms. Results indicated that late Stage I children were superior to early stage I children in comprehension of all forms. No significant differences as a function of complexity were noted for either group of children.

Original languageEnglish
Pages (from-to)179-189
Number of pages11
JournalCommunication Disorders Quarterly
Volume8
Issue number2
DOIs
StatePublished - May 1985

Bibliographical note

Copyright:
Copyright 2016 Elsevier B.V., All rights reserved.

ASJC Scopus subject areas

  • Linguistics and Language
  • Speech and Hearing

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