Inference Generation during Discourse and Its Relation to Social Competence: An Online Investigation of Abilities of Children with and without Language Impairment

Autor/inn/en	Ford, Janet A.; Milosky, Linda A.
Titel	Inference Generation during Discourse and Its Relation to Social Competence: An Online Investigation of Abilities of Children with and without Language Impairment
Quelle	In: Journal of Speech, Language, and Hearing Research, 51 (2008) 2, S.367-380 (14 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1092-4388
DOI	10.1044/1092-4388(2008/027)
Schlagwörter	Nonverbal Communication; Reaction Time; Language Impairments; Preschool Children; Inferences; Language Acquisition; Interpersonal Competence; Psychological Patterns; Predictor Variables; Language Proficiency + Suchen Sie Ihr Suchwort? Non-verbal communication; Nonverbale Kommunikation; Reaktionsvermögen; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Inference; Inferenz; Sprachaneignung; Spracherwerb; Interpersonale Kompetenz; Prädiktor; Language skill; Language skills; Sprachkompetenz
Abstract	Purpose: This study examined whether young children with typical language development (TL) and children with language impairment (LI) make emotion inferences online during the process of discourse comprehension, identified variables that predict emotion inferencing, and explored the relationship of these variables to social competence. Method: Preschool children (16 TL and 16 LI) watched narrated videos designed to activate knowledge about a particular emotional state. Following each story, children named a facial expression that either matched or did not match the anticipated emotion. Several experimental tasks examined linguistic and nonlinguistic abilities. Finally, each child's teacher completed a measure of social competence. Results: Children with TL named expressions significantly more slowly in the mismatched condition than in the matched condition, whereas children with LI did not differ in response times between the conditions. Language and vocal response time measures were related to emotion inferencing ability, and this ability predicted social competence scores. Conclusion: The findings suggest that children with TL are inferring emotions during the comprehension process, whereas children with LI often fail to make these inferences. Making emotion inferences is related to discourse comprehension and to social competence in children. The current findings provide evidence that language and vocal response time measures predicted inferencing ability and suggest that additional factors may influence discourse inferencing and social competence. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10