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ON PRESENTING PICTURES AND SENTENCES: THE EFFECT OF PRESENTATION ORDER ON SENTENCE COMPREHENSION IN NORMAL AND MENTALLY HANDICAPPED CHILDREN *
Author(s) -
WHELDALL K.,
MITTLER P.
Publication year - 1977
Publication title -
british journal of educational psychology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.557
H-Index - 95
eISSN - 2044-8279
pISSN - 0007-0998
DOI - 10.1111/j.2044-8279.1977.tb02361.x
Subject(s) - sentence , comprehension , psychology , vocabulary , stimulus (psychology) , presentation (obstetrics) , test (biology) , audiology , cognitive psychology , linguistics , developmental psychology , medicine , paleontology , philosophy , biology , radiology
SUMMARY. Thirty‐nine normal pre‐school and 48 older ESN(S) children of similar vocabulary age were tested on a sentence comprehension test under three different presentation conditions. The test requires the child to demonstrate his comprehension of spoken sentences by pointing appropriately to one of three or four alternative visual referents. In the first condition the pictures were presented prior to the stimulus sentence, in the second the pictures and sentence were presented simultaneously, and in the third the sentence was presented prior to the pictures. Presentation conditions did not affect performance significantly for normal children, but that of ESN(S) children was adversely affected by the condition in which sentences were presented prior to pictures.