Referential Communication Skills of Children with Williams Syndrome: Understanding when Messages Are Not Adequate

Autor/inn/en	John, Angela E.; Rowe, Melissa L.; Mervis, Carolyn B.
Titel	Referential Communication Skills of Children with Williams Syndrome: Understanding when Messages Are Not Adequate
Quelle	In: American Journal on Intellectual and Developmental Disabilities, 114 (2009) 2, S.85-99 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1944-7515
DOI	10.1352/2009.114.85-99
Schlagwörter	Language Processing; Communication Skills; Genetic Disorders; Interpersonal Communication; Children; Pragmatics; Barriers; Preadolescents; Verbal Communication + Suchen Sie Ihr Suchwort? Sprachverarbeitung; Kommunikationsstil; Interpersonale Kommunikation; Child; Kind; Kinder; Pragmalinguistik; Pre-adolescence; Präadoleszenz
Abstract	Although children with Williams syndrome have relatively good structural language and concrete vocabulary abilities, they have difficulty with pragmatic aspects of language. To investigate the impact of pragmatic difficulties on listener-role referential communication, we administered a picture placement task designed to measure ability to verbalize message inadequacy to a speaker separated by a barrier. Participants were 57 children with Williams syndrome 6 to 12 years of age. When messages were inadequate, children verbalized that a problem was encountered less than half the time. The likelihood that children would indicate a message was insufficient and that children who verbalized message inadequacy also would effectively communicate the problem varied as a function of type of problem encountered, theory of mind knowledge, receptive vocabulary, and CA. (As Provided).
Anmerkungen	American Association on Intellectual and Developmental Disabilities. P.O. Box 1897, Lawrence, KS 66044-1897. Tel: 785-843-1235; Fax: 785-843-1274; e-mail: AJMR@allenpress.com; Web site: http://aaidd.allenpress.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10