Disambiguation and Mapping of New Word Meanings by Individuals with Intellectual/ Developmental Disabilities

Autor/in	Wilkinson, Krista M.
Titel	Disambiguation and Mapping of New Word Meanings by Individuals with Intellectual/ Developmental Disabilities
Quelle	In: American Journal on Mental Retardation, 110 (2005) 2, S.71-86 (16 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0895-8017
Schlagwörter	Matched Groups; Down Syndrome; Experimental Groups; Etiology; Preschool Children; Developmental Disabilities; Control Groups; Pervasive Developmental Disorders; Concept Mapping; Semantics; Receptive Language; Comparative Analysis + Suchen Sie Ihr Suchwort? 'Downs Syndrome; Down''s Syndrome'; Down-Syndrom; Ätiologie; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Entwicklungsstörung; Concept Map; Semantik; Rezeptive Kommunikationsfähigkeit
Abstract	Wilkinson and Green (1998) reported that differences in the procedure by which new words were introduced to learners with cognitive impairments significantly affected their accuracy in later tests of receptive understanding of word meanings. However, a limited sample and no control group rendered the data preliminary. Here, I replicated and extended the research. First, a control group of preschool children, matched on receptive vocabulary age, was compared to individuals with intellectual disability of unspecified origin. Second, performance was also evaluated in three matched groups of varying etiology: unspecified, Down syndrome, and autism spectrum disorders. Performance on receptive word matching differed between preschool children and their matched experimental groups as well as among matched etiological groups. (Author).
Anmerkungen	American Association on Mental Retardation. P.O. Box 7065, Lawrence, KS 66044-7065. Tel: 785-843-1235; Fax: 785-843-1274; e-mail: AJMR@allenpress.com; Web site: http://www.aamr.org/Periodicals/index.shtml.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10