Referential communication in bilingual Catalan-Spanish children with Specific Language Impairment
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| Format: | Artículo científico |
| Language: | en |
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Universitat de Barcelona
2016
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| _version_ | 1876464341541191680 |
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| author | Lucía Buil-Legaz |
| author_facet | Lucía Buil-Legaz |
| contents | Referential communication in bilingual Catalan-Spanish children with Specific Language Impairment Lucía Buil-Legaz Josep A. Pérez-Castelló Daniel Adrover-Roig Eva Aguilar-Mediavilla Psicología Pragmatics morphosyntax visual perspective language difficulties The aim of the present study was to analyse the quality of messages produced by Catalan-Spanish children with Specific Language (SLI) during a referential communication task, as compared to age-matched controls at 8 years of age. Children described ten objects arranged in a picture, being some of them ambiguous. Verbal exchanges were transcribed and coded in CHAT format. Results showed that children with SLI produced fewer initial and final correct messenges than their age-matched controls and adults used the same type of communicative regulations with both groups. Furthermore, morphosyntactic level assessed at age 7 did not predict the number of correct messages in the referential communication task one year later. We belive that the key difficulty in the task for children with SLI might not be exclusively linguistic and involves the analysis of the communicative context, the ability to extract the relevant information and to consider the adults’ perspectives in order to allow them do the task correctly. 2016 artículo científico 0066-5126 https://www.redalyc.org/articulo.oa?id=97049431004 en http://www.redalyc.org/revista.oa?id=970 Anuario de Psicología application/pdf Universitat de Barcelona Anuario de Psicología (España) Num.1 Vol.46 |
| format | Artículo científico |
| id | redalyc_97049431004 |
| institution | Redalyc |
| language | en |
| publishDate | 2016 |
| publisher | Universitat de Barcelona |
| spellingShingle | Referential communication in bilingual Catalan-Spanish children with Specific Language Impairment Lucía Buil-Legaz Psicología Pragmatics morphosyntax visual perspective language difficulties Referential communication in bilingual Catalan-Spanish children with Specific Language Impairment Lucía Buil-Legaz Josep A. Pérez-Castelló Daniel Adrover-Roig Eva Aguilar-Mediavilla Psicología Pragmatics morphosyntax visual perspective language difficulties The aim of the present study was to analyse the quality of messages produced by Catalan-Spanish children with Specific Language (SLI) during a referential communication task, as compared to age-matched controls at 8 years of age. Children described ten objects arranged in a picture, being some of them ambiguous. Verbal exchanges were transcribed and coded in CHAT format. Results showed that children with SLI produced fewer initial and final correct messenges than their age-matched controls and adults used the same type of communicative regulations with both groups. Furthermore, morphosyntactic level assessed at age 7 did not predict the number of correct messages in the referential communication task one year later. We belive that the key difficulty in the task for children with SLI might not be exclusively linguistic and involves the analysis of the communicative context, the ability to extract the relevant information and to consider the adults’ perspectives in order to allow them do the task correctly. 2016 artículo científico 0066-5126 https://www.redalyc.org/articulo.oa?id=97049431004 en http://www.redalyc.org/revista.oa?id=970 Anuario de Psicología application/pdf Universitat de Barcelona Anuario de Psicología (España) Num.1 Vol.46 |
| title | Referential communication in bilingual Catalan-Spanish children with Specific Language Impairment |
| topic | Psicología Pragmatics morphosyntax visual perspective language difficulties |
| url | https://www.redalyc.org/articulo.oa?id=97049431004 |