Vocabulary comprehension and strategies in name construction among children using aided communication
Autor(a) principal: | |
---|---|
Data de Publicação: | 2018 |
Outros Autores: | , , , , , , , , , , |
Tipo de documento: | Artigo |
Idioma: | eng |
Título da fonte: | Repositório Institucional da UNESP |
Texto Completo: | http://dx.doi.org/10.1080/07434618.2017.1420691 http://hdl.handle.net/11449/163838 |
Resumo: | Vocabulary learning reflects the language experiences of the child, both in typical and atypical development, although the vocabulary development of children who use aided communication may differ from children who use natural speech. This study compared the performance of children using aided communication with that of peers using natural speech on two measures of vocabulary knowledge: comprehension of graphic symbols and labeling of common objects. There were 92 participants not considered intellectually disabled in the aided group. The reference group consisted of 60 participants without known disorders. The comprehension task consisted of 63 items presented individually in each participant's graphic system, together with four colored line drawings. Participants were required to indicate which drawing corresponded to the symbol. In the expressive labelling task, 20 common objects presented in drawings had to be named. Both groups indicated the correct drawing for most of the items in the comprehension tasks, with a small advantage for the reference group. The reference group named most objects quickly and accurately, demonstrating that the objects were common and easily named. The aided language group named the majority correctly and in addition used a variety of naming strategies; they required more time than the reference group. The results give insights into lexical processing in aided communication and may have implications for aided language intervention. |
id |
UNSP_7c582f944232dd4d611aecf8f2af4e95 |
---|---|
oai_identifier_str |
oai:repositorio.unesp.br:11449/163838 |
network_acronym_str |
UNSP |
network_name_str |
Repositório Institucional da UNESP |
repository_id_str |
2946 |
spelling |
Vocabulary comprehension and strategies in name construction among children using aided communicationAided communicationvocabularycomprehensionproductiongraphic symbolsstrategiesVocabulary learning reflects the language experiences of the child, both in typical and atypical development, although the vocabulary development of children who use aided communication may differ from children who use natural speech. This study compared the performance of children using aided communication with that of peers using natural speech on two measures of vocabulary knowledge: comprehension of graphic symbols and labeling of common objects. There were 92 participants not considered intellectually disabled in the aided group. The reference group consisted of 60 participants without known disorders. The comprehension task consisted of 63 items presented individually in each participant's graphic system, together with four colored line drawings. Participants were required to indicate which drawing corresponded to the symbol. In the expressive labelling task, 20 common objects presented in drawings had to be named. Both groups indicated the correct drawing for most of the items in the comprehension tasks, with a small advantage for the reference group. The reference group named most objects quickly and accurately, demonstrating that the objects were common and easily named. The aided language group named the majority correctly and in addition used a variety of naming strategies; they required more time than the reference group. The results give insights into lexical processing in aided communication and may have implications for aided language intervention.Stiftelsen Sophies Minde, NorwayUniversity of Oslo, NorwayOntario Federation of Cerebral PalsyCanadian Institutes of Health Research, CanadaNational Council for Scientific and Technological Development, BrazilFoundation for Research Support of Rio de Janeiro, BrazilFundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)FAS - the Swedish Council for Working life and Social ResearchSao Paulo State Univ, Dept Special Educ, Marilia, BrazilUppsala Univ, Dept Neurosci, Uppsala, SwedenUniv Louisiana Lafayette, Commun Disorders, Lafayette, LA 70504 USAUniv Estado Rio De Janeiro, Dep Inclus & Continuing Educ, Rio De Janeiro, BrazilRio Claro Municipal, Dept Special Educ, Rio Claro, BrazilUniv Fed Sao Carlos, Dept Psychol, Sao Carlos, BrazilOslo Univ Hosp, Dept Child Neurol, Oslo, NorwayUniv Barcelona, Psicol Evolut & Educ, Barcelona, SpainUniv Barcelona, Dept Psychol, Barcelona, SpainUniv Dublin Trinity Coll, Sch Linguist Speech & Commun Sci, Dublin, IrelandUniv Oslo, Dept Psychol, Oslo, NorwaySao Paulo State Univ, Dept Special Educ, Marilia, BrazilNational Council for Scientific and Technological Development, Brazil: 400312/2007-7National Council for Scientific and Technological Development, Brazil: 401392/2010-4Foundation for Research Support of Rio de Janeiro, Brazil: 151.224/2007FAPESP: 2014/09050-3FAS - the Swedish Council for Working life and Social Research: 2006-0777Taylor & Francis LtdUniversidade Estadual Paulista (Unesp)Uppsala UnivUniv Louisiana LafayetteUniversidade do Estado do Rio de Janeiro (UERJ)Rio Claro MunicipalUniversidade Federal de São Carlos (UFSCar)Oslo Univ HospUniv BarcelonaUniv Dublin Trinity CollUniv OsloDeliberato, Debora [UNESP]Jennische, MargaretaOxley, Judithd'Oliveira de Paula Nunes, Leila ReginaFigueiredo Walter, Catia Crivelenti deMassaro, MuniqueAlmeida, Maria AmeliaStadskleiv, KristineBasil, CarmenCoronas, MarcSmith, Martinevon Tetzchner, Stephen2018-11-26T17:45:09Z2018-11-26T17:45:09Z2018-01-01info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/article16-29http://dx.doi.org/10.1080/07434618.2017.1420691Augmentative And Alternative Communication. Abingdon: Taylor & Francis Ltd, v. 34, n. 1, p. 16-29, 2018.0743-4618http://hdl.handle.net/11449/16383810.1080/07434618.2017.1420691WOS:000424771400002Web of Sciencereponame:Repositório Institucional da UNESPinstname:Universidade Estadual Paulista (UNESP)instacron:UNESPengAugmentative And Alternative Communication0,919info:eu-repo/semantics/openAccess2024-08-08T20:29:07Zoai:repositorio.unesp.br:11449/163838Repositório InstitucionalPUBhttp://repositorio.unesp.br/oai/requestopendoar:29462024-08-08T20:29:07Repositório Institucional da UNESP - Universidade Estadual Paulista (UNESP)false |
dc.title.none.fl_str_mv |
Vocabulary comprehension and strategies in name construction among children using aided communication |
title |
Vocabulary comprehension and strategies in name construction among children using aided communication |
spellingShingle |
Vocabulary comprehension and strategies in name construction among children using aided communication Deliberato, Debora [UNESP] Aided communication vocabulary comprehension production graphic symbols strategies |
title_short |
Vocabulary comprehension and strategies in name construction among children using aided communication |
title_full |
Vocabulary comprehension and strategies in name construction among children using aided communication |
title_fullStr |
Vocabulary comprehension and strategies in name construction among children using aided communication |
title_full_unstemmed |
Vocabulary comprehension and strategies in name construction among children using aided communication |
title_sort |
Vocabulary comprehension and strategies in name construction among children using aided communication |
author |
Deliberato, Debora [UNESP] |
author_facet |
Deliberato, Debora [UNESP] Jennische, Margareta Oxley, Judith d'Oliveira de Paula Nunes, Leila Regina Figueiredo Walter, Catia Crivelenti de Massaro, Munique Almeida, Maria Amelia Stadskleiv, Kristine Basil, Carmen Coronas, Marc Smith, Martine von Tetzchner, Stephen |
author_role |
author |
author2 |
Jennische, Margareta Oxley, Judith d'Oliveira de Paula Nunes, Leila Regina Figueiredo Walter, Catia Crivelenti de Massaro, Munique Almeida, Maria Amelia Stadskleiv, Kristine Basil, Carmen Coronas, Marc Smith, Martine von Tetzchner, Stephen |
author2_role |
author author author author author author author author author author author |
dc.contributor.none.fl_str_mv |
Universidade Estadual Paulista (Unesp) Uppsala Univ Univ Louisiana Lafayette Universidade do Estado do Rio de Janeiro (UERJ) Rio Claro Municipal Universidade Federal de São Carlos (UFSCar) Oslo Univ Hosp Univ Barcelona Univ Dublin Trinity Coll Univ Oslo |
dc.contributor.author.fl_str_mv |
Deliberato, Debora [UNESP] Jennische, Margareta Oxley, Judith d'Oliveira de Paula Nunes, Leila Regina Figueiredo Walter, Catia Crivelenti de Massaro, Munique Almeida, Maria Amelia Stadskleiv, Kristine Basil, Carmen Coronas, Marc Smith, Martine von Tetzchner, Stephen |
dc.subject.por.fl_str_mv |
Aided communication vocabulary comprehension production graphic symbols strategies |
topic |
Aided communication vocabulary comprehension production graphic symbols strategies |
description |
Vocabulary learning reflects the language experiences of the child, both in typical and atypical development, although the vocabulary development of children who use aided communication may differ from children who use natural speech. This study compared the performance of children using aided communication with that of peers using natural speech on two measures of vocabulary knowledge: comprehension of graphic symbols and labeling of common objects. There were 92 participants not considered intellectually disabled in the aided group. The reference group consisted of 60 participants without known disorders. The comprehension task consisted of 63 items presented individually in each participant's graphic system, together with four colored line drawings. Participants were required to indicate which drawing corresponded to the symbol. In the expressive labelling task, 20 common objects presented in drawings had to be named. Both groups indicated the correct drawing for most of the items in the comprehension tasks, with a small advantage for the reference group. The reference group named most objects quickly and accurately, demonstrating that the objects were common and easily named. The aided language group named the majority correctly and in addition used a variety of naming strategies; they required more time than the reference group. The results give insights into lexical processing in aided communication and may have implications for aided language intervention. |
publishDate |
2018 |
dc.date.none.fl_str_mv |
2018-11-26T17:45:09Z 2018-11-26T17:45:09Z 2018-01-01 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://dx.doi.org/10.1080/07434618.2017.1420691 Augmentative And Alternative Communication. Abingdon: Taylor & Francis Ltd, v. 34, n. 1, p. 16-29, 2018. 0743-4618 http://hdl.handle.net/11449/163838 10.1080/07434618.2017.1420691 WOS:000424771400002 |
url |
http://dx.doi.org/10.1080/07434618.2017.1420691 http://hdl.handle.net/11449/163838 |
identifier_str_mv |
Augmentative And Alternative Communication. Abingdon: Taylor & Francis Ltd, v. 34, n. 1, p. 16-29, 2018. 0743-4618 10.1080/07434618.2017.1420691 WOS:000424771400002 |
dc.language.iso.fl_str_mv |
eng |
language |
eng |
dc.relation.none.fl_str_mv |
Augmentative And Alternative Communication 0,919 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
16-29 |
dc.publisher.none.fl_str_mv |
Taylor & Francis Ltd |
publisher.none.fl_str_mv |
Taylor & Francis Ltd |
dc.source.none.fl_str_mv |
Web of Science reponame:Repositório Institucional da UNESP instname:Universidade Estadual Paulista (UNESP) instacron:UNESP |
instname_str |
Universidade Estadual Paulista (UNESP) |
instacron_str |
UNESP |
institution |
UNESP |
reponame_str |
Repositório Institucional da UNESP |
collection |
Repositório Institucional da UNESP |
repository.name.fl_str_mv |
Repositório Institucional da UNESP - Universidade Estadual Paulista (UNESP) |
repository.mail.fl_str_mv |
|
_version_ |
1808128194163769344 |