Referential communication in bilingual Catalan-Spanish children with Specific Language Impairment

• Lucía Buil-Legaz ^[1] ; Josep A. Pérez-Castelló ^[1] ; Daniel Adrover-Roig ^[1] ; Eva Aguilar-Mediavilla ^[1]
  1. [1] Universitat de les Illes Balears

     Universitat de les Illes Balears

     Palma de Mallorca, España

     
• Localización: Anuario de psicología, ISSN 0066-5126, Vol. 46, Nº. 1 (Enero - Abril 2016 ), 2016, págs. 31-40
• Idioma: inglés
• DOI: 10.1016/j.anpsic.2016.06.004
• Títulos paralelos:
  • Comunicación referencial en niños bilingües del catalán-español con Trastorno Específico del Lenguaje
• Enlaces
  • Texto completo
• Dialnet Métricas: 1 Cita
• Resumen
  • español

    El objetivo del presente trabajo fue analizar la calidad de los mensajes producidos por niños bilingües con Trastorno Específico del Lenguaje (TEL), hablantes de catalán y español, en una tarea de comunicación referencial, en comparación con niños controles de la misma edad a los 8 años de edad. La tarea de los niños consistía en describir la colocación de diversos objetos de un dibujo, algunos de ellos ambiguos, a un adulto que no veía la imagen. Los intercambios verbales fueron transcritos y codificados en formato CHAT. Los resultados mostraron que los niños con TEL producían menos mensajes correctos iniciales y finales que sus controles de edad. Los adultos utilizaron el mismo tipo y cantidad de mensajes para regular la comunicación con ambos grupos. Por otra parte, el nivel morfosintáctico a la edad de 7 años no predijo el número correcto de los mensajes en la tarea de comunicación referencial un año después. Creemos que la principal dificultad en esta tarea para los niños con TEL no es exclusivamente lingüística, e implica el análisis del contexto comunicativo, la capacidad de extraer la información relevante y considerar la perspectiva del adulto con el fin de hacer la tarea correctamente.

  • English

    The aim of the present study was to analyse the quality of messages produced by Catalan-Spanish children with Specific Language Impairment (SLI) during a referential communication task, as compared to age-matched controls at 8 years of age. Children described ten objects arranged in a picture, being some of them ambiguous. Verbal exchanges were transcribed and coded in CHAT format. Results showed that children with SLI produced fewer initial and final correct messages than their age-matched controls and adults used the same type of communicative regulations with both groups. Furthermore, morphosyntactic level assessed at age 7 did not predict the number of correct messages in the referential communication task one year later. We believe that the key difficulty in this task for children with SLI might not be exclusively linguistic and involves the analysis of the communicative context, the ability to extract the relevant information and to consider the adults’ perspectives in order to allow them do the task correctly.

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