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ERIC Number: ED348846
Record Type: RIE
Publication Date: 1986
Reference Count: 0
Acknowledging the Conversational Attempts of a Young Mentally Handicapped Child.
A study investigated differences in the conversational interactions between a 4-year-old with severe mental retardation and his mother and teachers. Teacher-child and mother-child dyads were recorded over a period of a year, transcribed, and analyzed for adult acknowledgements of the child's efforts at speech. Eight categories of acknowledgement were considered, including: affirmations; expansions; interpretations; comments; queries; imitations; denials; and corrections. Results indicate variation in acknowledgement types and usage across sessions and across individuals, but generally fewer differences between teacher and mother behavior than anticipated. It is concluded that differences may be attributed to normal variation of interaction in any one session. Affirmations were the most commonly used acknowledgements, and interpretations were the second most frequently used. A 24-item bibliography is included. (MSE)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: In: Meara, Paul, Ed. Spoken Language. Papers from the Annual Meeting of the British Association for Applied Linguistics (Edinburgh, Scotland, September 1985); see FL 020 441.