Do You Have a Question for Me? How Children with Williams Syndrome Respond to Ambiguous Referential Communication during a Joint Activity

Autor/inn/en	Skwerer, Daniela Plesa; Ammerman, Emily; Tager-Flusberg, Helen
Titel	Do You Have a Question for Me? How Children with Williams Syndrome Respond to Ambiguous Referential Communication during a Joint Activity
Quelle	In: Journal of Child Language, 40 (2013), S.266-289 (24 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-0009
DOI	10.1017/S0305000912000360
Schlagwörter	Genetic Disorders; Language Impairments; Communication Problems; Expressive Language; Children; Early Adolescents; Comparative Analysis; Attention; Interpersonal Communication; Games; Social Development; Visual Stimuli; Language Skills + Suchen Sie Ihr Suchwort? Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Kommunikationsbarriere; Child; Kind; Kinder; Aufmerksamkeit; Interpersonale Kommunikation; Game; Spiel; Spiele; Soziale Entwicklung; Language skill; Sprachkompetenz
Abstract	Research on language in individuals with Williams syndrome (WS) has been fueled by persistent theoretical controversies for two decades. These shifted from initial focus on dissociations between language and cognition functions, to examining the paradox of socio-communicative impairments despite high sociability and relatively proficient expressive language. We investigated possible sources of communicative difficulties in WS in a collaborative referential communication game. Five- to thirteen-year-old children with WS were compared to verbal mental age- and to chronological age-matched typically developing children in their ability to consider different types of information to select a speaker's intended referent from an array of items. Significant group differences in attention deployment to object locations, and in the number and types of clarification requests, indicated the use of less efficient and less mature strategies for reference resolution in WS than expected based on mental age, despite learning effects similar to those of the comparison groups, shown as the game progressed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10