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Šio darbo tikslas – išanalizuoti kalbos sutrikimų turinčių vaikų rišliuosius pasakojimus, taigi darbo objektas yra vaikų, turinčių kalbos sutrikimų, rišlieji pasakojimai. Šiame darbe buvo išanalizuoti dvidešimt trys priešmokyklinio amžiaus vaikų, turinčių kalbos sutrikimų, rišlieji pasakojimai. Darbą sudaro teorinė dalis, kurioje apžvelgiama kalbos sutrikimų klasifikaciją ir rišliojo pasakojimo metodika, bei tiriamoji dalis. Darbe buvo naudojami aprašomasis, teorinis ir analizės metodai. Tiriamojoje dalyje priešmokyklinio amžiaus vaikų, turinčių kalbos sutrikimų, rišlieji pasakojimai buvo išanalizuoti pirmiausiai pagal paveikslėlių sekos metodą. Išanalizavus rišliuosius pasakojimus pagal šį metodą, buvo pastebėta, kad papildomų klausimų uždavimas padeda vaikams geriau suprasti pasakojimo siužetą, todėl pasakojimai po užduotų papildomų klausimų tapo rišlesni, nuoseklesni ir ilgesni. Be to, vaikų pasakojimuose, kuriuose buvo rasta gramatinių netikslumų, po klausimų analizės šių gramatinių netikslumų neliko. Tolimesniuose teorinės dalies poskyriuose pasakojimai buvo analizuojami mikrostruktūros ir makrostruktūros lygmenyse. Šiose dalyse buvo tiriamas pasakojimų produktyvumas, sintaksės sudėtingumas, struktūrinių dalių subalansuotumas, pagrindinės minties atskleidimas ir teksto junglumas. Kalbos sutrikimų turinčių vaikų rišliojo pasakojimo darbo rezultatais galėtų pasinaudoti kalbininkai ir kiti mokslininkai, kurie domisi vaikų kalbos tyrimais. Tęsiant šį darbą, būtų galima... [toliau žr. visą tekstą] / The aim of this work is to analyse fictional narratives of children with specific language impairments (SLI), therefore, the fictional narratives of children with SLI is object of this paper work. Twenty three fictional narratives were analysed of pre-school children with SLI. This paper work consists of two main parts: theory and analysis. Classification of language disorders and methods of narratives were described in the theory part. Analytic, descriptive and theoretic methods have been used in the paper. First, pre-school children with SLI narratives were analysed by pictures sequence’s method. The results showed of this method analysis that additional questions help children to understand the main idea of the story. For this reason, children stories became more coherent, connected and longer after the additional questions’ analysis. Besides, grammatical imprecision disappeared in the children stories, which were told after the additional questions’ analysis. Second, pre-school children with SLI narratives were analysed by the microstructure and macrostructure levels. Narratives’ productivity, syntax complexity, balance of structural parts, the main idea of the story and text combinability were analysed in these sections. Results of the Fictional narratives of children with specific language impairments could be used by linguists and other scholars, who are interested in the children language analysis. Fallowing this work, this work results could be compared with... [to full text]

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This research project attempted to test assumptions about the development of private speech' and its relationship to attentional modes of engagement, and task performance. Results showed an ontogenetic trend from audible, externalised types of private speech to less audible, more internalised forms, consistent with Vygotsky's assumption that private speech undergoes a curvilinear course of development. Use of on-task private speech was accompanied by greater task attentional focus in the form of motor and looking behaviourial modes of engagement and a reduction in non-attention behaviour and successful performance in problem-solving. "The relation of word to thought, and the creation of new concepts is a complex, delicate and enigmatic process unfolding in our soul." (Tolstoy, 1903, 143, in Vygotsky, 1986) / Thesis (M.A.) - University of Natal, Durban, 2000

Access to abstract permanently restricted to Ball State community only / Access to thesis permanently restricted to Ball State community only / Department of Educational Psychology

The determiners, including such words as the articles, the and a, and the demonstratives, this and that, have been studied from many points of view. There are grammatical theories of their derivation and use, philosophical investigations and psychological studies, looking at adult use. However, few studies have considered the acquisition of these small, but important, words in child language development. Those studies that do exist tend to regard the child's acquisition as a progressive approximation to, or attainment of, adult usage. Chapter 1 of the thesis reviews the previous literature in the area in order to place in perspective the present research study. Chapter 1 is divided into six sections. The first section serves as a short introduction to the determiners and examines briefly some of the approaches to their study. Philosophical and linguistic studies are mentioned in passing. Historically, the definite, article the and the demonstrative that are derived from the same word in Old English (poet), while a is derived from the numeral one. However, most psychological studies of determiner acquisition have been derived from the assumption that the definite and indefinite (articles are part of one contrastive system. In order to discuss the psychological studies, section 2 examines the grammatical theories, starting with Christophersen (1939) and Jespersen (1949), of the articles and the demonstratives, as contrastive systems of language use. However, a second approach, which is taken up by developmental psycholinguists, is what is termed the functional approach. This approach is advocated primarily by psycholinguists and philosophers of language, who believe that the articles and demonstratives are linked (as they are historically) into one integrated system of determination. Section 3 therefore considers integrated theories of determiner acquisition, commencing from the work of Lyons (1975, 1977). It has been established that there are two theoretical approaches to the study of determiner acquisition, the contrastive approach and the integrated functional approach. The rest of Chapter 1 is concerned with empirical approaches, and section A examines some psychological studies of article acquisition. The work of Brown (1973), Maratsos (1976) and Warden (1973) represents studies based on the assumed contrast between the and a. The work of Bresson (1974) and Karmiloff-Smith (1976, 1979) represents the functional approach to article acquisition. The contrastive approach tends to regard the child as working towards adult competence with the articles, and thus the young child errs in his use. Brown, Maratsos, and Warden each deal at length with the child's apparent egocentric use of the definite article. The child uses the instead of a, when introducing a referent known to himself, to a listener who does not have the same knowledge. Brown draws on spontaneous speech, and considers mainly the correctness of syntactic forms. Maratsos and Warden consider the meanings of the words and the child's developing grasp of the articles as a semantic system. Bresson and Karmiloff-Smith, while both working with French-speaking children, consider the articles as part of a total system of determination. Although Bresson tends to regard the children as erring when they do not possess adult functions of the articles, Karmiloff-Smith, in a very extensive study, looks at what the children produce and understand. She then postulates the functions the determiners have for young children, how the functions are initially established and how they develop and change with an increase in linguistic and cognitive competence. The present research thesis could be viewed as an extension of this approach with English-speaking children. A similar distinction between the contrastive and functional approaches to determiner acquisition is seen with the demonstratives, and section 5 of Chapter 1 considers the work of Clark (1978). She looks at the acquisition of the demonstratives (and other deictic pairs) in terms of the child learning specific contrasts, e.g. this vs. that as proximal vs. non-proximal spatio-temporal distance. While Karmiloff-Smith also deals with the demonstratives in her functional approach, the work of Wales (1978, 1979) is discussed. Wales, while considering experimentally the acquisition of the contrastive deictic terms, also looks at spontaneous use of the determiners in mother-child interaction. Not only is the speech examined, but also the nonlinguistic gestures that accompany the speech of young children. The final section of the review chapter summarises the previous research. Also presented are the broad aims of the experiments that are reported in Chapters 2, 3 and 4. The functional approach is taken, with the. research being based on the notion that the article system and the demonstrative system are not separate and individually contrastive systems, but are linked via the and that, in their deictic functions. The experiments aimed to show how production and comprehension of the determiners can be influenced by various contextual factors. Each experiment was designed to allow for maximum flexibility, and all verbal and nonverbal responses were recorded and subjected to analysis. In this way, a clearer indication of precisely what functions of the articles and demonstratives three year old children are competent with, can be gained. Chapter 2, presenting the article comprehension experiments, commences by outlining the theoretically assumed adult functions of the articles. These functions may not necessarily be the ones on which the three year old child's article system is based. However, the functions are derived from adult-based notions of usage, so it is reasonable to suggest that they will serve as valid assumptions on which to base the experiments. Three experiments were conducted aimed at examining the young child's understanding of assumed contrasts between the functions of the and a. In all but one condition of one experiment, the children did not provide evidence of understanding the theoretically assumed contrasts. Instead, nonlinguistic response bias explanations were put forward of how the children were performing. However it is not known if the response biases arise because the children do not understand the language, or whether such biases (for absolute location, for relative location, depending on the nature of the task) block any potential understanding. Finally, the problem of designing tasks suitable for article comprehension is discussed. Chapter 3 presents the experiments designed to elicit the articles (and other determiners, both linguistic and nonlinguistic). Experiments to elicit only the articles (and their assumed contrast) tend to be fairly un-natural (see Maratsos, 1976), and hence flexible task designs were adopted for the present studies. Many forms of determiner use were elicited by these tasks, and these form the basis for Chapter 3. Experiment 4 studied the already well-documented use of the indefinite article for naming. However, a large incidence (about 30%) of article omission was recorded - an incidence which re-occurred throughout the experiments. Experiments 5 to 7 investigated the effects of various manipulations on subsequent article use. These variables included : the naming of the objects prior to subsequent questioning; altering the form of the question posed; the use of hidden vs. visible arrays; and variation of the class composition of the arrays. It was found that there was an interactive effect of these variables on subsequent article use and the functions of these article forms, but that the form of the question posed. had the greatest effect.