Relevant responding in pragmatic language impairment: the role of language variation in the information-soliciting utterance

Responding relevantly to an information-soliciting utterance (ISU) is required of a school-age child many times daily. For the' child with pragmatic language difficulties, this may be especially problematic, yet clinicians have had few data to design intervention for improving these skills. Thi...

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Bibliographic Details
Published in:Child language teaching and therapy 2005-02, Vol.21 (1), p.1-21
Main Authors: Vigil, Vannesa T, Eyer, Julia A, Hardee, W Paul
Format: Article
Language:English
Subjects:
Child Language
Children
Children & youth
Conversation
Dialect Studies
Language disorders
Language Impairments
Language Role
Language Variation
Linguistic Input
Medical personnel
Museums
Perceptions
Pragmatic impairment
Pragmatics
Questions
Relevance
Responses
School Districts
Semantics
Semiotics
Syntactic analysis
Syntax
Verbal communication
Verbs
Vocabulary
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Summary:Responding relevantly to an information-soliciting utterance (ISU) is required of a school-age child many times daily. For the' child with pragmatic language difficulties, this may be especially problematic, yet clinicians have had few data to design intervention for improving these skills. This small-scale study looks at the ability of a child with pragmatic language difficulties to respond relevantly to ISUs in relation to variations in ISU complexity. Propositional density, perceptual distance, syntax and vocabulary diversity of the ISU are analysed to determine factors influencing conversational relevance. Results show that decreased propositional density is associated with improved relevance for this child.
ISSN:0265-6590
1477-0865
DOI:10.1191/0265659005ct278oa