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Abstract ▼ AI-Helper

Word definition skills are closely related with semantic development and metalinguistic skills in child language acquisition. The assessment of children's word definitions can provide useful clinical information about how children use their lexical knowledge and the type of educational and clinical ...

Word definition skills are closely related with semantic development and metalinguistic skills in child language acquisition. The assessment of children's word definitions can provide useful clinical information about how children use their lexical knowledge and the type of educational and clinical interventions. The present study was designed to compare the definitions of ambiguous words between children with specific language impairments and normal children. Fourteen children with specific language impairment(SLI group), 14 chronological age-matched(CA controls) and 14 language age-matched normal children(LA controls) participated in this study. The children were asked to define using both meanings(a dominant and a subordinate meaning) of the presented 14 polysemous words. The definitions were analysed into five categories: functional, relational, perceptual, categorical, and indicating. The principal findings of the study were as follows: (1) SLI children's variety of definitions had significantly lower than the normal group in both the dominant and the subordinate meanings. (2) SLI group sticked to the indicating category compared with the normal group. (3) The definitions with the subordinate meaning were poorer than the normal group. The results indicated that the SLI group produce the verbal definition skill less than the normal children with similar language skills. The results were discussed to reflect the SLI children's deficiency in the cognitive flexibility.

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