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dc.contributor.authorRice, Mabel L.
dc.contributor.authorHadley, Pamela A.
dc.contributor.authorAlexander, Amy L.
dc.date.accessioned2006-01-15T20:38:01Z
dc.date.available2006-01-15T20:38:01Z
dc.date.issued1993-12
dc.identifier.citationRICE, Mabel L; HADLEY, Pamela A; ALEXANDER, Amy L. SOCIAL BIASES TOWARD CHILDREN WITH SPEECH AND LANGUAGE IMPAIRMENTS - A CORRELATIVE CAUSAL MODEL OF LANGUAGE LIMITATIONS. Applied Psycholinguistics. Dec 1993. 14(4) : 445-471.
dc.identifier.urihttp://hdl.handle.net/1808/836
dc.description.abstractThis study explores adults' attitudes toward children with limited linguistic competency. Four groups of adult judges participated in this study: kindergarten teachers, women matched for age and education level with the teachers, undergraduate college students, and speech-language pathologists. The judges listened to audiotaped samples of preschool children's speech. Two triads of children were formed, matched for age, gender, and intelligence, but differing in communication abilities. The adults responded to questionnaire items addressing child attributes (e.g., intelligence, social maturity) and parental attributes (e.g., education level, SES). Systematic biases were revealed toward children with limited communication abilities. The biases are interpreted as reflective of adults' expectations for children's language. It is argued that adults call upon a correlative causal model of language acquisition to interpret individual differences in children's language abilities. Negative social and academic consequences of such misinterpretations are discussed.
dc.format.extent3152120 bytes
dc.format.mimetypeapplication/pdf
dc.language.isoen_US
dc.publisherCambridge University Press
dc.subjectImpaired children
dc.subjectCommunication
dc.titleSocial biases toward children with speech and language impairments: A correlative causal model of language limitations
dc.typeArticle
dc.identifier.orcidhttps://orcid.org/0000-0001-6814-8288
dc.rights.accessrightsopenAccess


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