Semantic Structure and Communicative Sufficiency of Monologue of Mentally Retarded Children in Different Communicative Situations

Dolgikh L.Yu.

doi:10.17759/chp.2017130408

Cultural-Historical Psychology - №2 / 2021 | Перейти к описанию

Scopus
Web of Science СС

Previous issue (2021. Vol. 17, no. 1)

Included in Web of Science СС (ESCI)

Included in Scopus

Cultural-Historical Psychology

Publisher: Moscow State University of Psychology and Education

ISSN (printed version): 1816-5435

ISSN (online): 2224-8935

DOI: https://doi.org/10.17759/chp

License: CC BY-NC 4.0

Started in 2005

Published quarterly

Free of fees
Open Access Journal

Affiliated ISCAR

RU In Russian

Cultural-Historical Psychology
2017. Vol. 13, no. 4, 73–80
doi:10.17759/chp.2017130408
ISSN: 1816-5435 / 2224-8935 (online)

Semantic Structure and Communicative Sufficiency of Monologue of Mentally Retarded Children in Different Communicative Situations ⁷¹⁸

Dolgikh L.Yu.
PhD in Psychology, Associate professor, Department of Theory and Practice of Special Education, Faculty of Pedagogics, Irkutsk State University, Irkutsk, Russia
e-mail: LadaDolgih@yandex.ru

PDF (RUS)
Quick translation of full-text in Google Translate

The article presents the results of semantic analysis of 120 monologues produced by children with mild mental retardation. The author describes the interrelation between such semantic characteristics as seman tic structure and communicative sufficiency and communicative situation. It was found that at the end of primary school mentally retarded children in most cases are able to accept and accomplish a speech task demanding to produce a text, but half of children’s texts are insufficient for communication. If the communicative significance of speech situation is reinforced, most mentally retarded pupils can be encouraged to produce more detailed and comprehensive texts with a more complex semantic structure. Thus, the hypothesis was confirmed that by varying the communicative situation it is possible to detect such conditions in which semantic characteristics of mentally retarded children’s texts improve due to the involvement of motivational mechanisms.

Keywords: monologue, semantic structure, communicative situation, mentally retarded children

Column: Special Psychology

DOI: https://doi.org/10.17759/chp.2017130408

For Reference

Dolgikh L.Yu. Semantic Structure and Communicative Sufficiency of Monologue of Mentally Retarded Children in Different Communicative Situations. Kul'turno-istoricheskaya psikhologiya = Cultural-Historical Psychology, 2017. Vol. 13, no. 4, pp. 73–80. doi:10.17759/chp.2017130408. (In Russ., аbstr. in Engl.)

Akhutina T.V. Porozhdenie rechi. Neirolingvisticheskii analiz sintaksisa [Speech production. Neurolinguistic analysis of syntaxes]. Moscow: Publ. MGU, 1989. 213 p.
Vygotskii L.S. Sobranie sochinenii: v 6 t. T. 2. Problemy obshchei psikhologii [Collected Works: in 6 vol. Vol. 2. Problems of general psychology]. Moscow: Pedagogika, 1982. 504 p.
Vygotskii L.S. Sobranie sochinenii: v 6 t. T. 5. Osnovy defektologii [Collected Works: in 6 vol. Vol. 5. Basics of defectology]. Moscow: Pedagogika, 1983. 377 p.
Dolgikh L.Yu. Vliyanie kommunikativnoi situatsii na motivatsiyu recheporozhdeniya mladshikh shkol’nikov s umstvennoi otstalost’yu. Diss. kand. psikhol. nauk [The influence of communicative situation upon the speech motivation of mentally retarded children. Ph. D. (Psychology) diss.]. Irkutsk, 2003. 215 p.
Dridze T.M. Ponyatie i metod ustanovleniya soderzhatel’noi struktury teksta primenitel’no k uchebnomu tekstu [Concept and method of semantic structure investigation with reference to the study text]. In Zhluktenko Yu.A., Leont’ev A.A. (eds.), Psiholingvisticheskaya i lingvisticheskaya priroda teksta i osobennosti ego vospriyatiya [Psycholinguistic and linguistic nature of text and characteristics of its perception]. Kiev: Vishcha shkola, 1979, pp. 92—99.
Zhinkin N.I. Yazyk — rech’ — tvorchestvo: izbrannye trudy [Language — Speech — creativity: Collected Works]. Moscow: Labirint. 1998. 368 p.
Zimnyaya I.A. Psikhologicheskie aspekty obucheniya govoreniyu na inostrannom yazyke [Psychological aspects of teaching to speak foreign language]. Moscow: Prosveshchenie, 1985. 160 p.
Il’ina S.Yu. Rechevoe razvitie umstvenno uchashchikhsya 5—9 klassov: Teoretiko-eksperimental’noe issledovanie [Speech of mentally retarded schoolchildren of 5—9 grade]. Saint Petersburg: Karo, 2006. 240 p.
Lalaeva R.I. Logopedicheskaya rabota v korrektsionnykh klassakh: Kn. dlya logopeda [Logopedic treatment at remedial classes]. Moscow: Gumanit. izd. tsentr VLADOS, 1998. 224 p.
Lalaeva R.I., Boikov D.I. Osobennosti semanticheskogo strukturirovaniya teksta u shkol’nikov s umstvennoi otstalost’yu i zaderzhkoi psikhicheskogo razvitiya [Semantic structure characteristics of texts of children with mental retardation]. Defektologiya [Defectology], 1994, no. 1, pp. 6—10. (In Russ.).
Leont’ev A.A. Ponyatie teksta v sovremennoi lingvistike i psikhologii [Concept of text in modern linguistics and psychology]. In Zhluktenko Yu.A., Leont’ev A.A. (eds.) Psiholingvisticheskaya i lingvisticheskaya priroda teksta i osobennosti ego vospriyatiya [Psycholinguistic and linguistic nature of text and characteristics of its perception]. Kiev: Vishcha shkola, 1979, pp. 7—17.
Leont’ev A.A. Osnovy psikholingvistiki [Basics of psycholinguistics]. Moscow: Smysl, 1997. 287 p.
Luriya A.R. Yazyk i soznanie [Language and consciousness]. Khomskaya E.D. (ed.). Rostov: Publ. «Feniks», 1998. 416 p.
Petrova V.G. Razvitie rechi uchashchikhsya vspomogatel’noi shkoly [Speech of mentally retarded schoolchildren]. Moscow: Pedagogika, 1977. 200 p.
Popova L.V. Psikholingvisticheskie kharakteristiki ustnoi rechi mladshikh shkol’nikov [Psycholinguistic characteristics of speech of junior schoolchildren]. Voprosy psikhologii [Problems of psychology], 1982, no. 4, pp. 129—134.

PlumX