Influence of CA and IQ Levels on Structure and Amount of Spontaneous Verbalization

Abstract

Structure and amount of spontaneous verbalization were investigated for 96 intellectually retarded, average, and superior Ss at 4 CA levels from 4–0 to 11–11. A structured picture-discussion approach was employed. Language expressions were categorized on the bases of semantic completeness and grammatical correctness as complete communication units (CUc), incomplete communication units (CUi), partials, or mazes. CA and IQ did not influence the amount of verbalization or the proportional usage of partials or mazes. An increasing linear trend was found for the use of CUc with advancing age and a decreasing linear trend for CUi. Superior children used a significantly greater proportion of CUc and a lesser proportion of CUi than did retarded children.

Get full access to this article

View all access options for this article.

References

Bennett

C. A.

Franklin

N. L.

Statistical analysis in chemistry and chemical industries. New York: Wylie, 1954.

Cartwright

G. P.

Written language abilities of educable mentally retarded and normal children. American Journal of Mental Deficiency, 1968, 72, 499–505.

Cartwright

G. P.

Dimensions of written language of normal and retarded children. American Journal of Mental Deficiency, 1969, 73, 631–635.

Cazden

C. B.

Some implications of research on language development for preschool education. Paper presented to the Social Science Research Council Conference on Preschool Education, Chicago, February, 1966.

Francis

W. N.

Revolution in grammar. In Rycenga

J. A.

Schwartz

(Eds.), Perspectives on language. New York: Ronald, 1963. Pp. 112–130.

Goda

Spoken syntax of normal, deaf and retarded adolescents. Journal of Verbal Learning and Verbal Behavior, 1964, 3, 401–405.

Goda

Griffith

B. C.

Spoken language of adolescent retardates and its relation to intelligence, age, and anxiety. Child Development, 1962, 33, 489–498.

Hunt

K. W.

Grammatical structures written at three grade levels. Champaign, Ill.: National Council of Teachers of English, 1965. (Res. Rep. No. 3)

Loban

The language of elementary school children. Champaign, Ill.: National Council of Teachers of English, 1963. (Res. Rep. No. 1)

10.

O'Donnel

R. C.

Griffin

W. J.

Norris

R. C.

Syntax of kindergarten and elementary school children: A transformational analysis. Champaign, Ill.: National Council of Teachers of English, 1967. (Res. Rep. No. 8)

11.

Schlanger

B. B.

Oral language classification of the training school residents. Training School Bulletin, 1957, 53, 243–247.

12.

Steel

R. G. D.

Torrie

J. H.

Principles and procedures of statistics. New York: McGraw-Hill, 1960.

13.

Strickland

R. G.

The language of elementary school children: Its relationship to the language of reading textbooks and the quality of reading of selected children. Bulletin of the School of Education, Indiana University, 1962, 38(4), 1–31.