pragmatic abilities of children with williams syndrome: a longitudinal examination
Clicks: 309
ID: 175166
2012
Article Quality & Performance Metrics
Overall Quality
Not rated
Combines reader engagement with the AI quality analysis. This
article has not been analysed, so there is no overall score —
reader engagement is measured and shown alongside.
Reader Engagement
Popular Article
30.0
/100
309 views
61 readers
AI Quality Assessment
Not analyzed
Readership in this journal
PopularRanked #175 of 1,131 articles by views in accounts of chemical research
Most read
Least read
Bar heights use a square-root scale. Only the 120 most-read articles are drawn; the journal has 1,131 in total.
Mint this article as an NFT
Not yet mintedCreate a permanent, verifiable on-chain record of this article on the Scimatic Network. The NFT is held in your Journament account, and you can withdraw it to your own wallet at any time.
5
SUSD
one-off · no wallet required
Abstract
Although prior research has indicated that pragmatics is an area of particular weakness for individuals with Williams syndrome (WS), the relations among different pragmatic abilities and the relations between pragmatic ability and expressive vocabulary ability have yet to be addressed. In addition, analyses of the relations between the same type of pragmatic ability over time have not been reported. The present study was designed to address these questions. We considered the pragmatic language abilities of 14 children with WS at two time points: as 4-year-olds during a 30-minute play-session with their mothers (Time 1) and an average of 5.87 years later during a one-on-one conversation with a familiar researcher (Time 2). Children’s intellectual and expressive vocabulary abilities were assessed at both time points. Results indicated that the ability to verbally contribute information beyond what was required in response to a question was significantly related to the ability to verbally contribute new information in the absence of a question both at age 4 years and during primary school. At age 4, both the ability to pair verbalizations with eye contact (intersubjectivity) and expressive vocabulary ability were related to the ability to verbally contribute information beyond what was expected within a social interaction. Finally, the ability to verbally contribute new information to a social interaction beyond what was required to answer a question and the ability to pair verbalizations with eye contact (intersubjectivity) at age 4 years predicted the ability to verbally contribute new information beyond what was required to answer a question at age 9 – 12 years. The theoretical implications of our findings and the importance of early pragmatic language intervention for children who have WS are discussed.
| Reference Key |
john2012frontierspragmatic
Use this key to autocite in the manuscript while using
SciMatic Manuscript Manager or Thesis Manager
|
|---|---|
| Authors | ;Angela E. John;Lauren A. Dobson;Lauren eThomas;Carolyn B. Mervis |
| Journal | accounts of chemical research |
| Year | 2012 |
| DOI |
10.3389/fpsyg.2012.00199
|
| URL | |
| Keywords |
Citations
No citations found. To add a citation, contact the admin at info@scimatic.org
Comments
No comments yet. Be the first to comment on this article.