Test-Retest Reliability of the Test for Auditory Comprehension of Language When It Is Used with Mentally Retarded Children

1980 ◽  
Vol 45 (2) ◽  
pp. 195-199 ◽  
Author(s):  
Jack D. Anderson ◽  
Robert Hess ◽  
Kathleen Richardson
Keyword(s):  
Syntactic Structure ◽  
Language Skills ◽  
Mentally Retarded ◽  
Test Results ◽  
Auditory Comprehension ◽  
Function Words ◽  
Mentally Retarded Children ◽  
And Function ◽  
Test Retest Reliability ◽  
Total Test

The Carrow (1973) Test for Auditory Comprehension of Language (TACL) is used frequently as part of a test battery to assess the language skills of mentally retarded children. This study determined its reliability with this population using a test-re-test paradigm. Forty-four retarded children were given the test and then retested after a five-week interval. A reliability coefficient of 0.91 was obtained between pre-test and posttest administrations of the TACL. Internal stability was highest for total score, the subtests measuring form class and function words, and grammatical categories. The low coefficients obtained for the subtests of morphological construction and syntactic structure suggest that these should be viewed with considerable caution when considered separately from the total test results.

Phonological Pairing as a Reading Aid for Retarded Children

1975 ◽  
Vol 7 (2) ◽  
pp. 181-186 ◽  
Author(s):  
Brenda Booker Miller
Keyword(s):  
Word Order ◽  
Mentally Retarded ◽  
Content Word ◽  
Learning Performance ◽  
Function Word ◽  
Serial List ◽  
Function Words ◽  
Mentally Retarded Children ◽  
Educable Mentally Retarded ◽  
And Function

Thirty-three educable mentally retarded children were exposed to one of three modes of word presentation: phonologically paired words in the content-function order; phonologically paired words in the function-content order; serial list with words randomly assigned. The results of the investigation indicated that the demonstrated learning performance of mentally retarded children was significantly enhanced by the phonological pairing of words, phonological pairing in the content-function word order being superior to phonological pairing in the function-content word order. It was concluded that the incorporation of new words into the educable mentally retarded child's reading vocabulary can be enhanced by the phonological pairing of content and function words.

scholarly journals Prosody and Function Words Cue the Acquisition of Word Meanings in 18-Month-Old Infants

2019 ◽  
Vol 30 (3) ◽  
pp. 319-332 ◽  
Author(s):  
Alex de Carvalho ◽  
Angela Xiaoxue He ◽  
Jeffrey Lidz ◽  
Anne Christophe
Keyword(s):  
Language Acquisition ◽  
Word Learning ◽  
Syntactic Structure ◽  
Word Meaning ◽  
Lexical Acquisition ◽  
Function Words ◽  
Word Meanings ◽  
Syntactic Information ◽  
And Function ◽  
Speech Melody

Language acquisition presents a formidable task for infants, for whom word learning is a crucial yet challenging step. Syntax (the rules for combining words into sentences) has been robustly shown to be a cue to word meaning. But how can infants access syntactic information when they are still acquiring the meanings of words? We investigated the contribution of two cues that may help infants break into the syntax and give a boost to their lexical acquisition: phrasal prosody (speech melody) and function words, both of which are accessible early in life and correlate with syntactic structure in the world’s languages. We show that 18-month-old infants use prosody and function words to recover sentences’ syntactic structure, which in turn constrains the possible meanings of novel words: Participants ( N = 48 in each of two experiments) interpreted a novel word as referring to either an object or an action, given its position within the prosodic-syntactic structure of sentences.

A Comparison of Two Procedures (NSST and Concrete Objects) for Measuring Receptive and Expressive Language of Mentally Retarded Children

1978 ◽  
Vol 9 (3) ◽  
pp. 176-182 ◽  
Author(s):  
Jane Martin ◽  
Bonnie Engel
Keyword(s):  
Expressive Language ◽  
Mentally Retarded ◽  
Receptive Language ◽  
Test Results ◽  
Association Task ◽  
Concrete Objects ◽  
Mentally Retarded Children ◽  
Trainable Mentally Retarded

This study involves administration of the NSST and Concrete Objects Test to 30 trainable mentally retarded children. A comparison of test results indicates that the use of concrete objects to measure the receptive language of this population yields more satisfactory results than a picture-sentence association task. Modifications for testing some syntactic forms are discussed.

PEDIATRICIANS' APPRAISALS OF PATIENTS' INTELLIGENCE

PEDIATRICS ◽  
1961 ◽  
Vol 27 (6) ◽  
pp. 990-1003
Author(s):  
Barbara Korsch ◽  
Katharine Cobb ◽  
Barbara Ashe
Keyword(s):  
Mentally Retarded ◽  
Developmental Level ◽  
Test Results ◽  
Normal Range ◽  
Pediatric Practice ◽  
Mentally Retarded Children

Four hundred seventy-seven estimates by pediatricians of developmental level and intelligence of 242 patients from 1 through 9 years of age were compared with results of standard psychologic tests. Approximately a half of the pediatricians' appraisals were accurate within 10 points of the psychologic test results, and about a third deviated more than 15 points. None of the attributes of the pediatricians or the conditions under which they made their appraisals were related to accuracy. However, not all estimates were made equally well. The greatest accuracy was shown in the estimates for children within the normal range of intelligence. The two groups most consistently misjudged by the pediatricians were the physically ill and the mentally retarded. Levels of development were most frequently underestimated in physically ill children and grossly overestimated in mentally retarded children. Implications of the findings for pediatric practice and education are presented.

Programming Language for Severely Retarded Children

1978 ◽  
Vol 9 (4) ◽  
pp. 213-219
Author(s):  
Carol McCall Davis
Keyword(s):  
Programming Language ◽  
Mentally Retarded ◽  
Mentally Retarded Children

This article describes methods of language programming for profoundly mentally retarded children that are based on linguistic principles. Examples of program contents are drawn from research reports and include cuing procedures, as well as progress from receptive through imitative behaviors, labeling responses, and grammatical sequencing.

Trainable Children Can Learn Adjectives, Polars, and Prepositions!

1977 ◽  
Vol 8 (3) ◽  
pp. 181-187 ◽  
Author(s):  
Marlys Mitchell ◽  
Carolyn Evans ◽  
John Bernard
Keyword(s):  
Mentally Retarded ◽  
Chronological Age ◽  
Age Group ◽  
Achievement Gains ◽  
Active Involvement ◽  
Mentally Retarded Children ◽  
Locative Prepositions ◽  
Major Factors ◽  
Trainable Mentally Retarded

Twelve trainable mentally retarded children were given six weeks of instruction in the use of adjectives, polars, and locative prepositions. Specially prepared Language Master cards constituted the program. Posttests indicated that children in the older chronological age group earned significantly higher scores than those in the younger group. Children in the younger group made significant increases in scores, particularly in learning prepositions. A multisensory approach and active involvement in learning appeared to be major factors in achievement gains.

Sentence Structures of Trainable and Educable Mentally Retarded Subjects

1978 ◽  
Vol 21 (4) ◽  
pp. 722-731 ◽  
Author(s):  
Lynn S. Bliss ◽  
Doris V. Allen ◽  
Georgia Walker
Keyword(s):  
Mentally Retarded ◽  
Linguistic Processing ◽  
Completion Task ◽  
Mentally Retarded Children ◽  
Educable Mentally Retarded ◽  
Story Completion ◽  
Grammatical Structures ◽  
Trainable Mentally Retarded

Educable and trainable mentally retarded children were administered a story completion task that elicits 14 grammatical structures. There were more correct responses from educable than from trainable mentally retarded children. Both groups found imperatives easiest, and future, embedded, and double-adjectival structures most difficult. The children classed as educable produced more correct responses than those termed trainable for declarative, question, and single-adjectival structures. The cognitive and linguistic processing of both groups is discussed as are the implications for language remediation.

Bioelectronic Measurement of Nasality in Trainable Mentally Retarded Children

1977 ◽  
Vol 42 (3) ◽  
pp. 436-439 ◽  
Author(s):  
David A. Daly
Keyword(s):  
Mentally Retarded ◽  
High Prevalence ◽  
Mentally Retarded Children ◽  
Trainable Mentally Retarded

Fifty trainable mentally retarded children were evaluated with TONAR II, a bioelectronic instrument for detecting and quantitatively measuring voice parameters. Results indicated that one-half of the children tested were hypernasal. The strikingly high prevalence of excessive nasality was contrasted with results obtained from 64 nonretarded children and 50 educable retarded children tested with the same instrument. The study demonstrated the need of retarded persons for improved voice and resonance.

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