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Linguistic, pragmatic and social com...

Ekstein, Meir B.

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Linguistic, pragmatic and social competence of learning-disabled children of a reading-disabled subtype.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Linguistic, pragmatic and social competence of learning-disabled children of a reading-disabled subtype./
Author:	Ekstein, Meir B.
Description:	183 p.
Notes:	Source: Dissertation Abstracts International, Volume: 58-04, Section: B, page: 2117.
Contained By:	Dissertation Abstracts International58-04B.
Subject:	Education, Educational Psychology. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9730220
ISBN:	0591394642

Linguistic, pragmatic and social competence of learning-disabled children of a reading-disabled subtype.
Ekstein, Meir B.

Linguistic, pragmatic and social competence of learning-disabled children of a reading-disabled subtype. - 183 p.

Source: Dissertation Abstracts International, Volume: 58-04, Section: B, page: 2117.

Thesis (Ph.D.)--New School for Social Research, 1996.

This study investigated the relationship between social, pragmatic and cognitive/linguistic skills in 38 children who are normally achieving (NA) and 38 children with a learning disability of a phonologically impaired subtype (LD). The study hypothesized that one could statistically predict how flexibly one would use language (pragmatics) based on diagnostic category or age, and that pragmatics would affect social competence and interaction, and that phonological impairment slows down types of mental thought and working memory thereby leading to difficulties in pragmatics.

ISBN: 0591394642Subjects--Topical Terms:

1017560
Education, Educational Psychology.

Linguistic, pragmatic and social competence of learning-disabled children of a reading-disabled subtype.
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005 20110509
008 110509s1996 eng d
020 $a 0591394642
035 $a (UnM)AAI9730220
035 $a AAI9730220
040 $a UnM $c UnM
100 1 $a Ekstein, Meir B. $3 1258177
245 1 0 $a Linguistic, pragmatic and social competence of learning-disabled children of a reading-disabled subtype.
300 $a 183 p.
500 $a Source: Dissertation Abstracts International, Volume: 58-04, Section: B, page: 2117.
502 $a Thesis (Ph.D.)--New School for Social Research, 1996.
520 $a This study investigated the relationship between social, pragmatic and cognitive/linguistic skills in 38 children who are normally achieving (NA) and 38 children with a learning disability of a phonologically impaired subtype (LD). The study hypothesized that one could statistically predict how flexibly one would use language (pragmatics) based on diagnostic category or age, and that pragmatics would affect social competence and interaction, and that phonological impairment slows down types of mental thought and working memory thereby leading to difficulties in pragmatics.
520 $a Pragmatics were investigated using Brown and Levinson's formula for politeness (weight of request = social distance + imposition + power). Imposition was manipulated by varying semantic and syntactic features of the politeness of requests, and social distance was manipulated by addressing requests to imaginary characters of varying affiliation (best friend, friend, schoolmate, enemy). Children were asked to place themselves on a page in relation to the addressee indicating where they would stand saying a particular request to a specific addressee. The distance they placed themselves on the page was assumed to correspond to the level of comfort they felt uttering the request.
520 $a The study confirmed that pragmatic competence was predictable by diagnostic group, but not age. Children with phonological processing impairment differentiated less between request forms to characters of varying levels of affiliation than normally achieving children. The group with LD was not significantly different from the NA group on most social measures but was significantly more socially withdrawn and significantly less comfortable in addressing ambiguous figures such as schoolmates than the NA group. Working memory did not correlate with levels of comfort felt in using different requisitives varying in syntax, although it did correlate with requisitives varying on semantic features to figures of close affiliation. Results are discussed and imply that the lack of linguistic flexibility for the group with learning disabilities contributes to their social rigidity and withdrawal, and that in turn is related to phonological processing difficulties.
590 $a School code: 0145.
650 4 $a Education, Educational Psychology. $3 1017560
650 4 $a Psychology, Clinical. $3 524864
650 4 $a Psychology, Developmental. $3 1017557
650 4 $a Psychology, Experimental. $3 517106
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710 2 0 $a New School for Social Research. $3 1025876
773 0 $t Dissertation Abstracts International $g 58-04B.
790 $a 0145
791 $a Ph.D.
792 $a 1996
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9730220