The Ability of Five Children with Developmental Language Disorder to Describe Mental States in Stories

Autor/inn/en	Brinton, Bonnie; Fujiki, Martin; Asai, Naomi
Titel	The Ability of Five Children with Developmental Language Disorder to Describe Mental States in Stories
Quelle	In: Communication Disorders Quarterly, 40 (2019) 2, S.109-116 (8 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1525-7401
DOI	10.1177/1525740118779767
Schlagwörter	Developmental Disabilities; Language Impairments; Picture Books; Story Telling; Emotional Response; Accuracy; Prompting; Elementary School Students; Theory of Mind + Suchen Sie Ihr Suchwort? Entwicklungsstörung; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Picture book; Bilderbuch; Emotionales Verhalten; Benutzerführung
Abstract	This study described the ability of five children with Developmental Language Disorder (DLD) to relate the mental states of story characters in two conditions: spontaneous story generation and in response to direct questions. Children spontaneously generated stories from wordless picture books. Subsequently, they were prompted, "What was (character) thinking" and "How does (character) feel?" for each story illustration. For each condition, the number of internal responses, internal plans, and emotion words that children produced were identified and analyzed for accuracy according to the pictured story content. Descriptions of story characters' internal states, especially emotions, increased in response to prompts, but the accuracy of those descriptions decreased. In response to the prompts, children frequently conveyed emotion words that did not reflect the pictured story content accurately. The ability to relate internal states in story generation was constrained not only by linguistic deficits but also by limited social and emotional knowledge. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01