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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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| Published in: | Child language teaching and therapy 2005-02, Vol.21 (1), p.1-21 |
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| Main Authors: | , , |
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| cites | cdi_FETCH-LOGICAL-c309t-481b565903500a9028adbaea312938c88ad1439e64599d3f6d8ef935528089983 |
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| container_title | Child language teaching and therapy |
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| creator | Vigil, Vannesa T Eyer, Julia A Hardee, W Paul |
| description | 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. |
| doi_str_mv | 10.1191/0265659005ct278oa |
| format | article |
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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
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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.</description><subject>Child Language</subject><subject>Children</subject><subject>Children & youth</subject><subject>Conversation</subject><subject>Dialect Studies</subject><subject>Language disorders</subject><subject>Language Impairments</subject><subject>Language Role</subject><subject>Language Variation</subject><subject>Linguistic Input</subject><subject>Medical personnel</subject><subject>Museums</subject><subject>Perceptions</subject><subject>Pragmatic impairment</subject><subject>Pragmatics</subject><subject>Questions</subject><subject>Relevance</subject><subject>Responses</subject><subject>School Districts</subject><subject>Semantics</subject><subject>Semiotics</subject><subject>Syntactic analysis</subject><subject>Syntax</subject><subject>Verbal communication</subject><subject>Verbs</subject><subject>Vocabulary</subject><issn>0265-6590</issn><issn>1477-0865</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2005</creationdate><recordtype>article</recordtype><sourceid>7SW</sourceid><sourceid>7T9</sourceid><sourceid>AIMQZ</sourceid><sourceid>ALSLI</sourceid><sourceid>CJNVE</sourceid><sourceid>CPGLG</sourceid><sourceid>K50</sourceid><sourceid>M0P</sourceid><sourceid>M1D</sourceid><sourceid>7QJ</sourceid><recordid>eNqFkUtLxDAUhYMoOD5-gOCiuHBXzaNJE3cy-GRAEF2XmLkdM7RJTVJB8MfbOuKAIq5Ccr9z7r05CB0QfEKIIqeYCi64wpibREvp9QaakKIscywF30STsZ6PwDbaiXGJMSlESSbo_R4aeNUuZQFi593cukVmXdYFvWh1siZrtFv0egGZbTttQwsunWXpGbLgG8h8vQZedbCDxLvRYCSsq31oP5_y6BtrbBrt-5QgaGdgD23Vuomw_3XuosfLi4fpdT67u7qZns9yw7BKeSHJ0-dyjGOsFaZSz580aEaoYtLI4UoKpkAUXKk5q8VcQq0Y51RiqZRku-h45dsF_9JDTFVro4FmmBx8HyvJBeGFoP-CvCSMkmJ0PPoBLn0f3LBERYcMMOUSDxBZQSb4GAPUVRdsq8NbRXA1plb9Sm3QHK40EKz55i9uhaKcjH1PVuU4fPi6599-Hyu1o1w</recordid><startdate>200502</startdate><enddate>200502</enddate><creator>Vigil, Vannesa T</creator><creator>Eyer, Julia A</creator><creator>Hardee, W Paul</creator><general>Sage Publications</general><general>Hodder Arnold Journals, Turpin-Distribution, Stratton Business Park, Pegasus Drive, Biggleswade, Bedfordshire SG18 8QB UK</general><general>Sage Publications Ltd</general><scope>7SW</scope><scope>BJH</scope><scope>BNH</scope><scope>BNI</scope><scope>BNJ</scope><scope>BNO</scope><scope>ERI</scope><scope>PET</scope><scope>REK</scope><scope>WWN</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>0-V</scope><scope>3V.</scope><scope>7RV</scope><scope>7T9</scope><scope>7XB</scope><scope>88B</scope><scope>88G</scope><scope>8A4</scope><scope>8FI</scope><scope>8FJ</scope><scope>8FK</scope><scope>8G5</scope><scope>ABUWG</scope><scope>AFKRA</scope><scope>AIMQZ</scope><scope>ALSLI</scope><scope>AVQMV</scope><scope>AZQEC</scope><scope>BENPR</scope><scope>CCPQU</scope><scope>CJNVE</scope><scope>CPGLG</scope><scope>CRLPW</scope><scope>DWQXO</scope><scope>FYUFA</scope><scope>GHDGH</scope><scope>GNUQQ</scope><scope>GUQSH</scope><scope>K50</scope><scope>KB0</scope><scope>LIQON</scope><scope>M0P</scope><scope>M1D</scope><scope>M2M</scope><scope>M2O</scope><scope>MBDVC</scope><scope>NAPCQ</scope><scope>PADUT</scope><scope>PQEDU</scope><scope>PQEST</scope><scope>PQQKQ</scope><scope>PQUKI</scope><scope>PRINS</scope><scope>PSYQQ</scope><scope>Q9U</scope><scope>7QJ</scope></search><sort><creationdate>200502</creationdate><title>Relevant responding in pragmatic language impairment: the role of language variation in the information-soliciting utterance</title><author>Vigil, Vannesa T ; 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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.</abstract><cop>Thousand Oaks, CA</cop><pub>Sage Publications</pub><doi>10.1191/0265659005ct278oa</doi><tpages>21</tpages></addata></record> |
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| identifier | ISSN: 0265-6590 |
| ispartof | Child language teaching and therapy, 2005-02, Vol.21 (1), p.1-21 |
| issn | 0265-6590 1477-0865 |
| language | eng |
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| 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 |
| title | Relevant responding in pragmatic language impairment: the role of language variation in the information-soliciting utterance |
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