Event Title
Linguistic Differences Between Children with William's Syndrome and Typically Developing Children
Location
CSU
Student's Major
Speech, Hearing, and Rehabilitation Services
Student's College
Allied Health and Nursing
Mentor's Name
Patricia Hargrove
Mentor's Department
Speech, Hearing, and Rehabilitation Services
Mentor's College
Allied Health and Nursing
Description
The purpose of the current research is to compare a set of linguistic variables to determine the significant differences between children with William's Syndrome and typically developing children are in the ability to produce narratives. The procedure used in this research required each child to formulate and tell a story while looking at a wordless picture book. The typically developing children are matched to the verbal IQ of the children with William's Syndrome. Thus, they are considerably younger than the children with William's Syndrome. The data collected from both groups will be entered into a computerized analysis system called SALT. Selected linguistic variables, such as mean length of utterance, type-token ratio, and mazing behaviors will be compared.
Linguistic Differences Between Children with William's Syndrome and Typically Developing Children
CSU
The purpose of the current research is to compare a set of linguistic variables to determine the significant differences between children with William's Syndrome and typically developing children are in the ability to produce narratives. The procedure used in this research required each child to formulate and tell a story while looking at a wordless picture book. The typically developing children are matched to the verbal IQ of the children with William's Syndrome. Thus, they are considerably younger than the children with William's Syndrome. The data collected from both groups will be entered into a computerized analysis system called SALT. Selected linguistic variables, such as mean length of utterance, type-token ratio, and mazing behaviors will be compared.
