Adults’ knowledge of child development has been investigated widely, while knowledge of the specific phenomenon of language development - typical and atypical- has been relatively overlooked. Especially, the role of external sources of communicative development has been rarely investigated. This work aims at ascertaining what lay people know about the role of adults’ linguistic input, and the effectiveness and type of rehabilitation interventions on children’s atypical language acquisition. Sixty adults were administered a semi-structured interview regarding typical development, atypical development and remedial interventions. Main results have already been reported (deFabritiis2010). Here it is detailed that only 58 % of respondents thought that adult linguistic input has an influence on children’s language. While considering therapies for language disorders, 44% adults mentioned specifically-language-related- interventions, 11% mood-related-interventions, 14% general cognitive stimulations, 0% “ book-reading” usefulness. Only 10 % of participants answered that optimal linguistic development is due to quality of language input, and 66% to general environmental stimulation, 0% to early reading books. As the resulting knowledge about adults’ linguistic input influence and professional interventions reveals distant from current scientific approach, the opportunity to disseminate better scientific information about language development and remedial intervention programmes is discussed (Girolametto et al., 2003).
DE FABRITIIS, P., Guarnaccia, C., Longobardi, E. (2011). Adults' knowledge of linguistic input influence on children's typical and atypical language acquisition. In British Psychological Society, Book of Abstracts.
Adults' knowledge of linguistic input influence on children's typical and atypical language acquisition
DE FABRITIIS, PAOLA;
2011
Abstract
Adults’ knowledge of child development has been investigated widely, while knowledge of the specific phenomenon of language development - typical and atypical- has been relatively overlooked. Especially, the role of external sources of communicative development has been rarely investigated. This work aims at ascertaining what lay people know about the role of adults’ linguistic input, and the effectiveness and type of rehabilitation interventions on children’s atypical language acquisition. Sixty adults were administered a semi-structured interview regarding typical development, atypical development and remedial interventions. Main results have already been reported (deFabritiis2010). Here it is detailed that only 58 % of respondents thought that adult linguistic input has an influence on children’s language. While considering therapies for language disorders, 44% adults mentioned specifically-language-related- interventions, 11% mood-related-interventions, 14% general cognitive stimulations, 0% “ book-reading” usefulness. Only 10 % of participants answered that optimal linguistic development is due to quality of language input, and 66% to general environmental stimulation, 0% to early reading books. As the resulting knowledge about adults’ linguistic input influence and professional interventions reveals distant from current scientific approach, the opportunity to disseminate better scientific information about language development and remedial intervention programmes is discussed (Girolametto et al., 2003).
I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
