Hostname: page-component-7b7567c8c-2n9c9 Total loading time: 0 Render date: 2026-11-14T10:25:48.634Z Has data issue: false hasContentIssue false
  • English
  • Français

The communicative functions of lexical usage by language impaired children

Published online by Cambridge University Press:  28 November 2008

Laurence B. Leonard,
Stephen Camarata,
Lynne E. Rowan and
Kathy Chapman
Laurence B. Leonard*
Affiliation:
Purdue University
Stephen Camarata
Affiliation:
Purdue University
Lynne E. Rowan
Affiliation:
Purdue University
Kathy Chapman
Affiliation:
Purdue University
*
Laurence B. Leonard, Audiology & Speech Sciences, Heavilon Hall, Purdue University, W. Lafayette, IN 47907
Get accessRights & Permissions [Opens in a new window]

Abstract

This study examines the communicative functions served by the lexical usage of normal and language impaired children whose speech was limited to single-word utterances. The two groups were similar in the frequency with which they produced utterances serving most of the functions. However, naming was more frequent in the normal children's speech, while answering was more frequent in the speech of the language impaired children. The two groups were indistinguishable in terms of the number of different lexical items they used in the service of each of the communicative functions.

Information

Type
Articles
Information
Applied Psycholinguistics , Volume 3 , Issue 2 , June 1982, pp. 109 - 125
Copyright
Copyright © Cambridge University Press 1982

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

Article purchase

Temporarily unavailable

References

REFERENCES

Arthur, G.The Arthur adaptation of the Leiter International Performance Scale. Chicago, III.: Stoelting, 1952.CrossRefGoogle Scholar
Ball, J., & Cross, T. Formal and pragmatic factors in childhood autism and aphasia. Paper presented at Symposium on Research in Child Language Disorders, University of Wisconsin, Madison, 1980.Google Scholar
Bloom, L., Hood, L., & Lightbown, P.Imitation in language development: If, when, and why. Cognitive Psychology, 1974, 6, 380–420.CrossRefGoogle Scholar
Bloom, L., Rocissano, L., & Hood, L.Adult-child discourse: Developmental interaction between information processing and linguistic knowledge. Cognitive Psychology, 1976, 8, 521–552.CrossRefGoogle Scholar
Carrow, E.Test for Auditory Comprehension of Language. Austin, Texas: Teaching Resources Corporation, 1973.Google Scholar
Chapman, R. Exploring children's communicative intents. In Miller, J. (Ed.), Assessing language production in children. Baltimore, Md.: University Park Press, 1981.Google Scholar
Coggins, T., & Carpenter, R. The communicative intention inventory: A system for observing and coding children's early intentional communication. Applied Psycholinguistics, in press.Google Scholar
Dale, P.Is early pragmatic development measurable? Journal of Child Language, 1980, 7, 1–12.CrossRefGoogle ScholarPubMed
Dore, J. The development of speech acts. Unpublished doctoral dissertation, City University of New York, 1973.Google Scholar
Dore, J. Children's illocutionary acts. In Freedle, R. (Ed.), Discourse production and comprehension: Volume 1. Norwood, N.J.: Ablex, 1977.Google Scholar
Fey, M. Stylistic speech adjustments of language-impaired and normal-language children. Unpublished doctoral dissertation, Purdue University, 1981.Google Scholar
Fey, M., Leonard, L., Fey, S., & O'Connor, K. The intent to communicate in language-impaired children. Paper presented at the Boston University Conference on Language Development, Boston, 1978.Google Scholar
Geller, E., & Wollner, S. A preliminary investigation of the communicative competence of three linguistically impaired children. Paper presented at the New York State Speech and Hearing Association, Grossingers, 1976.Google Scholar
Greenfield, P., & Smith, J.The structure of communication in early language development. New York: Academic Press, 1976.Google Scholar
Halliday, M.Learning how to mean. London: Edward Arnold, 1975.CrossRefGoogle Scholar
Lee, L.Developmental sentence analysis. Evanston, III.: Northwestern University Press, 1974.Google Scholar
Leonard, L., Schwartz, R., Chapman, K., Rowan, L., Prelock, P., Terrell, B., Weiss, A., & Messick, C.Early lexical acquisition in children with specific language impairment. Journal of Speech and Hearing Research, in press.Google Scholar
Leonard, L., Schwartz, R., Chapman, K., Rowan, L., Prelock, P., Terrell, B., Weiss, A., & Messick, C.Lexington Developmental Scale. Lexington, Kentucky: United Cerebral Palsy of the Bluegrass, 1974.Google Scholar
Lowe, M. & Costello, A.The Symbolic Play Test. Windsor, England: NFER Publishing Co., 1976.Google Scholar
McShane, J.Learning to talk. Cambridge University Press, 1980.Google Scholar
Nelson, K.Structure and strategy in learning to talk. Monographs of the Society for Research in Child Development, 1973, 38, Serial No. 149.CrossRefGoogle Scholar
Ramer, A.The function of imitation in child language. Journal of Speech and Hearing Research, 1976, 19, 700–717.CrossRefGoogle ScholarPubMed
Rodgon, M., Jankowski, W., & Alenskas, L.A multi-functional approach to single-word usage. Journal of Child Language, 1977, 4, 23–44.CrossRefGoogle Scholar
Rowan, L., & Leonard, L. Performative and presuppositional skills in language disordered and normal children. Paper presented to American Speech-Language-Hearing Association, Los Angeles, 1981.Google Scholar
Snyder, L. Pragmatics in language disabled children: Their prelinguistic and early verbal performatives and presuppositions. Unpublished doctoral dissertation, University of Colorado, Boulder, 1975.Google Scholar
Snyder, L.Communicative and cognitive abilities and disabilities in the sensorimotor period. Merrill-Palmer Quarterly, 1978, 24, 161–180.Google Scholar
Tallal, P., & Stark, R. Speech perception of language-delayed children. In Yeni-Komshian, G., Kavanaugh, J., & Ferguson, C. (Eds.), Child phonology: Volume 2, Perception. New York: Academic Press, 1980.Google Scholar
Uzgiris, I., & Hunt, J.Assessment in infancy: Ordinal scales of psychological development. Urbana, Ill.: University of Illinois Press, 1975.Google Scholar
Van Kleeck, A., & Frankel, T.Discourse devices used by language disordered children: A preliminary investigation. Journal of Speech and Hearing Disorders, 1981, 46, 250–257.CrossRefGoogle ScholarPubMed
Yoss, K., & Darley, F.Developmental apraxia of speech in children with defective articulation. Journal of Speech and Hearing Research, 1974, 17, 399–416.CrossRefGoogle ScholarPubMed
Zimmerman, I., Steiner, V., & Evatt, R.Preschool Language Scale. Columbus, Oh.: Charles E. Merrill, 1969.Google Scholar