The development of conversational disability: a case study

Conti‐Ramsden, Gina; Gunn, M. Agnella

doi:10.3109/13682828609019846

Cited by 32 publications

(21 citation statements)

References 9 publications

(11 reference statements)

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“…The function of inferences is to ‘fill in’ information that is not explicitly provided in order to enable comprehension of the overarching organisation of the text or discourse. Children who show adequate sentence comprehension may still fail to draw inferences at this level (Bishop & Adams, 1991; Conti‐Ramsden & Gunn, 1986; Leinonen & Letts, 1997; Letts & Leinonen, 2001). Verbal inferences have been assessed using story or picture contexts followed by questioning to tap what has been inferred (Bishop & Adams, 1992; Leinonen & Letts, 1997).…”

Section: The Comprehension Of Pragmaticsmentioning

confidence: 99%

Practitioner Review: The assessment of language pragmatics

Adams¹

2002

Child Psychology Psychiatry

243

154

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Section: The Comprehension Of Pragmaticsmentioning

confidence: 99%

Practitioner Review: The assessment of language pragmatics

Adams¹

2002

Child Psychology Psychiatry

243

154

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“…Both in clinical reports and research (Prutting & Kirchner, 1983;Rapin & Allen, 1983McTear, 1985;Conti-Ramsden & Gunn, 1986;Jones, Smedley & Jennings, 1986;Culloden, Hyde-Wright & Shipman, 1986;Bishop & Rosenbloom, 1987;Hyde-Wright & Cray, 1991) frequent reference is found to difficulties which (can) reflect poor pragmatic comprehension. These include:…”

Section: Introductionmentioning

confidence: 99%

Why pragmatic impairment? A case study in the comprehension of inferential meaning

Leinonen

Letts

1997

Intl J Lang & Comm Disor

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This paper discusses a case study of Sarah (aged 9;8-10;3) who is reported to have pragmatic difficulties. The focus is on her comprehension of questions, which are asked on the basis of pictures and heard stories. Particular focus is on the pragmatic (or inferential) demands of the input questions and their relationship to the (in)appropriacy of the answer. Data from 16 normally functioning 6-and 8-year-old children are also presented for comparative purposes. The study shows that Sarah has difficulty with questions which require her to go beyond visually presented or verbally stated information. On one set of tasks she was to answer questions on the basis of composite pictures: for some of the questions, the answer was obvious from the picture (descriptive questions) and for others information needed to be inferred beyond the picture (for example, by imagining what had happened before and what is likely to happen next). Sarah's performance was poorer on the inferential questions than the descriptive questions and poorer than the performance of 6-and 8-year-old normally functioning control children. Although the control children also found the inferential questions more difficult than the descriptive questions, this difficulty was not as pronounced as Sarah's. This trend was also apparent in a set of tasks which required the children to answer questions on the basis of verbally told stories. This study suggests that pragmatically impaired children may have difficulty going beyond explicitly presented information and this would manifest as pragmatic production and comprehension problems. In cognitive terms, this may indicate difficulty with the process of inferencing. ABSTRACT This paper discusses a case study of Sarah (aged 9;&10;3) who i s reported to have pragmatic difficulties. The focus is on her comprehension of questions, which are asked on the basis of pictures and heard stories. Particular focus is on the pragmatic (or inferential) demands of the input questions and their relationship to the (in)appropriacy of the answer. Data from 16 normally functioning 6-and 8-year-old children are also presented for comparative purposes. The study shows that

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“…First, there is that which is a reflex of difficulties at other levels, for example, restricted syntax in languageimpaired children resulting in difficulty with code switching (Fey and Leonard, 1983). Secondly, pragmatic difficulty which is present in the relative absence of any difficulty with language form, such as cases reported by Blank, Gessner and Esposito (1978), Greenlee (1981), McTear (1985), Conti-Ramsden and Gunn (1986). Since difficulties in pragmatics do seem to exist, there is a need for an assessment of pragmatic skills to ascertain in which areas the difficulty lies.…”

Section: Introductionmentioning

confidence: 92%

“…However, such a comparison is meaningless in the case of children who evidence DISORDERED development of pragmatic skills (as opposed to a DELAY in pragmatic development). Pragmatic disorder seems to be often more a problem of quality rather than quantity, as evidenced by reports from case studies (McTear, 1985;Conti-Ramsden and Gunn, 1986), and so cannot be compared directly on the basis of quantitative measures with 'normal' pragmatic development. Some problems arise with scoring being partly left to the discretion of the examiner.…”

Section: Introductionmentioning

confidence: 96%

Assessment of pragmatic skills

King

1989

Child Language Teaching and Therapy

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Recent advances in the study of children's difficulties with the use of language have given rise to the development of various assessment schemes concerned with pragmatic skills. Most approaches to date have used observational methods, often guided by checklists of relevant pragmatic skills. A desirable extension of these methods is the standardized test. This paper examines and evaluates a recently published standardized test, Shulman's Test of Pragmatic Skills. It is suggested that the test could form a useful part of an assessment battery, to be used in conjunction with other methods for assessing pragmatic skills.

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The development of conversational disability: a case study

Cited by 32 publications

References 9 publications

Practitioner Review: The assessment of language pragmatics

Practitioner Review: The assessment of language pragmatics

Why pragmatic impairment? A case study in the comprehension of inferential meaning

Assessment of pragmatic skills

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