초록

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Abstract ▼ AI-Helper

The present study aimed to examine the use of cohesive markers in narrative production of children with ADHD. Forty children with an age range from 7 to 14 participated in this study: 10 ADHD children without language delay (ADHD-only), 10 ADHD children with language delay (ADHD-LD), 10 children w...

The present study aimed to examine the use of cohesive markers in narrative production of children with ADHD. Forty children with an age range from 7 to 14 participated in this study: 10 ADHD children without language delay (ADHD-only), 10 ADHD children with language delay (ADHD-LD), 10 children with language delay (LI) matched language age with ADHD-LD children, and 10 normal development children (ND) matched chronological age with ADHD-only children. All children administered a stroy retelling task using the story “Frog, where are you” (Mayer, 1969) individually. Stories were analysed for total frequency cohesive markers and frequency of cohesive markers according to cohesion types such as referent, ellipsis, conjunctive, and lexical. All markers were counted according to adequacy. The results were as follows; (1) There were no significant difference in the frequency of cohesive devices per C-unit. However, in inadequate use of cohesive devices, ADHD-LD revealed significantly higher rate than ND. (2) There were significant differences in the ellipsis and referent marker among four types of cohesive markers. ADHD-LD and ADHD used significantly greater percentage of inadequate ellipsis than ND, and ADHD used significantly greater percentage of referent marker than LD. (3) All groups revealed the highest percentage in ellipsis and the lowest percentage in referent marker among four types of cohesive markers. The findings were discussed in terms of ADHD’s story productions and relations to their behavioral and cognitive characteristics.

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