Early Language Intervention with Infants with Mental Retardation in the Prelinguistic Period. From the Viewpoint of Individual Differences in the Process of Language Acquisition.

DOI 1 Citations 13 References
  • Koyama Tadashi
    Department of Special Education, Aich University of Education
  • Jindo Yoko
    Department of Special Education, Aich University of Education

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Other Title
  • 前言語期の障害児における言語指導の実際　前言語期にある精神発達遅滞児への早期言語指導をめぐって　言語獲得過程における個人差の問題を中心に
  • —From the Viewpoint of Individual Differences in the Process of Language Acquisition—
  • ―言語獲得過程における個人差の問題を中心に―

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Abstract

We investigated the early language acquisition process of infants with Down's syndrome who received our early language intervention program from the viewpoint of individual differences. The two children's development progressed at a similar pace. In this report we examined the cognitive style observed in their symbolic play sessions as it affects lexical style, contents of words and the development of semantic relations in two-word utterances in their daily life, by following their development for about one year. The results were as follows<BR>1. We found these two children with Down's syndrome showed individual differences in play-styles that reflect their cognitive styles. These cognitive styles affected their progress in early lexical acquisition of 75 cumulative expressive words. One child whose cognitive style was imitative and holistic had many modifier words at that level. The other child, who had an analytic cognitive style and made creative play, had a wide range of vocabulary. By about the 100 cumulative expressive word level, there were few differences in distribution of words in the semantic category for both children, except that the holistic cognitive style child acquired more action words.<BR>2, The two children showed individual differences at the onset of two-word utterances and in the structure of semantic relations expressed in two-word utterrances.<BR>The cognitive style reflected in their symbolic play affected the progress in early lexical development and the semantic structures of two-word utterances. The holistic, imitative cognitive style child had more semantic structures expressed in her twoword utterances than the analytic style child.<BR>These results suggest the significance of enhancing child language acquisition in the prelinguistic period from the viewpoint of individual differences.

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