‘Why be Normal?’: Language and Identity Practices in a Community of Nerd Girls

“Why be normal?”: Language and identity practices in a community of nerd girls

Language in Society ◽

10.1017/s0047404599002043 ◽

1999 ◽

Vol 28 (02) ◽

Cited By ~ 216

Author(s):

MARY BUCHOLTZ

Keyword(s):

Language And Identity ◽

Normal Language

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The Token and Reporter's Tests

Language Speech and Hearing Services in Schools ◽

10.1044/0161-1461.1604.244 ◽

1985 ◽

Vol 16 (4) ◽

pp. 244-255

Author(s):

Penelope K. Hall ◽

Linda S. Jordan

Keyword(s):

Language Development ◽

Language Disorders ◽

Language Assessment ◽

Assessment Instruments ◽

Token Test ◽

Normal Language

The performance of 123 language-disordered children on the DeRenzi and Faglioni form of the Token Test and the DeRenzi and Ferrari Reporter's Test were analyzed using two scoring conventions, and then compared with the performances of children with presumed normal language development. Correlations with other commonly used language assessment instruments are cited. Use of the Token and Reporter's Tests with children exhibiting language disorders is suggested.

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Object Transformations in the Play of Language-Impaired Children

Journal of Speech and Hearing Disorders ◽

10.1044/jshd.5304.459 ◽

1988 ◽

Vol 53 (4) ◽

pp. 459-466 ◽

Cited By ~ 12

Author(s):

Brenda Y. Terrell ◽

Richard G. Schwartz

Keyword(s):

Normal Subjects ◽

Play Behavior ◽

Chronological Age ◽

Standard Group ◽

Language Impaired ◽

Normal Language ◽

Mean Length Of Utterance ◽

Impaired Children

The play behavior of 10 language-impaired children was observed. Their performances in play were compared to those of 10 normal-language children matched for chronological age as well as to those of 10 normal-language children matched for mean length of utterance. The children were observed as they played spontaneously with a standard group of toys and as they played with objects that required object transformations for successful play. The chronological age-matched normal subjects showed a trend toward performance of more object transformations in play than either the language-impaired or younger normal-language children. Additionally, although object transformations were observed in both segments, all children performed more object transformations with objects than with toys.

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