Language Acquisition of a Mentally Retarded Student at SDLB of Tunas Harapan: Psycholinguistics Study (original) (raw)
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Abstract: The relationship between language and psychology is one of the most complex and close relationships, as human nature itself is. Language, as the identifying phenomenon of man and the only means of realizing human communication, is as biological, psychological as well as social. The relationship between biological, psychological, and social in the language is one of the most important. To understand the full complexity of this report, it is important to study the relationship between discourse and language, not only in the normal state (in people with normal, biological, psychological, and neurological abilities) but also in people with different abilities. Before presenting the findings of a one-year observation to some children with different abilities, it would be appropriate to put forward some theoretical questions on the relation of language and discourse, the brain's process of speech recognition as neuro-psychological images are created, neuro-psychological knowledge of sentence syntactic structures, word recognition process, etc. All these and other reports are descriptive of human psycholinguistic development at different ages and with different cognitive and behavioral abilities.
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This research examines the Indonesian language performance of mentally retarded children by identifying the vocabulary and sentence patterns. These two elements have implications for effective reading speed, which is needed in implementing the school literacy program. Identifying the vocabulary and sentence patterns of mentally retarded children is important to show the causes and overcome the low effective reading speed problems. Based on the data and discussion, the vocabulary is dominated by concrete nouns – monomorphemics, and the dominant sentence pattern is a monoclause – active. Meanwhile, the limitations of abstract thinking trigger the dominance of vocabulary characteristics and sentence patterns. Hence they fail to apply grammatical aspects in forming polymorphemic words and sentences with multiclauses. Text interventions are needed following their Indonesian language performance and repertoire to support their involvement in the school literacy program.
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Journal of Speech Language and Hearing Research, 1982
The purpose of this study was to provide a more accurate description of the language pertbrmance of retarded children and, by doing so, to understand better how the general mental handicap affects language learning. Subjects were a group of 10 retarded children matched for MA to a group of 10 normal children and 10 language-impaired children. Various syntactic and semantic analyses were performed. The results indicated that the retarded group's language abilities were essentially comparable to those of the normal group, though differences between these groups were found. Notably, the retarded children did not demonstrate the same linguistic deficiencies as the language-impaired children. It was suggested that the MA-inconsistent language behaviors exhibited by the retarded children were quantitative in nature rather than qualitative and as such seemed to reflect deficits in adaptive (i.e., social) and motivational behaviors rather than deficits in linguistic or cognitive abilities.
A Comparative Analysis of the Language of Mentally Retarded and Non-Retarded Children
1970
Falk. M y thanks go to t h e m as w e l l as to s everal students of the B e h a v i o r Science Institute who h e l p e d tally, count and type some of the data. The c o m b i n a t i o n of p r a c t i c a l ex p e r i e n c e as a r e s e a r c h assistant at Fort Custer State H o m e and the intell e c t u a l s t i m u l a t i o n from the faculty in the P s y c h o l o g y D e p a r t m e n t at W e s t e r n M i c h i g a n U n i v e r s i t y has m a d e g r a d u a t e study an e x i t i n g a nd i n f l u e n t i a l experience. H artmut Gu n t h e r R ep ro d u ced with p erm ission o f the copyright ow ner. Further reproduction prohibited w ithout p erm ission .
There has always been a powerful bond between lack of speech, perceptions of lack of mental capacity, and civic and legal incapacity. The diagnostic link between lack of speech (in the absence of deafness or obvious structural impairment) and mental retardation depends on the premise that behaviour is in general an accurate reflection of internal mental processes, and that there is no clinically significant phenomenon that inhibits the overt production of communication and "masks" more sophisticated language (i.e., that actual production is representative of "internal" language comprehension and/or processing). While this may be true, it is not necessarily true, and the methods for determining whether it is true may not be the methods now practised in the field of mental retardation psychology. This paper covers the history of several previous reassessments whereby people with deafness, physical handicap, and learning disabilities were reclassified out of the category of mental retardation, discusses the recent debate over facilitated communication in the light of that history, and suggests that the onus of proof lies with those holding the position that the expressive communication of people diagnosed as mentally retarded adequately represents their internal language.
Zenodo (CERN European Organization for Nuclear Research), 2023
Communication is an essential aspect of life. Language forms the basis of communication. Communication adjustment refers to the shift in speech style depending on the interlocutors and context for better understanding. Children with mental disabilities suffer from retardation in respect to normal growth especially in their cognitive capacities. Consequently; they suffer from speech and language problems that lead to ineffective communication. They are therefore discriminated. It is in this view that the study analyzed communicative adjustment activities used to enhance speech production and use among children with mental disabilities in Vihiga County, Kenya. The study employed descriptive survey design. Sample was drawn from the special units in Vihiga County, Kenya. Data was collected using observation schedule and questionnaire. The instruments. Data analysis was through descriptive statistics; specifically frequency counts and percentages. The study found out that communicative adjustment activities enhance speech production and use among children with mild mental disabilities in Vihiga County. This calls for language instructors to be well grounded in a variety of communicative adjustment activities. The instructors' level of understanding of the adjustment activities and their appropriate application will always enhance the speech production and use among the mentally challenged children. The study further found out that there was a relationship between communication adjustment skills and oral language use in children mental disabilities in Vihiga County. According to Cregan, 1998, as cited in Shiel et al., 2012 oral language is the first, most important and most frequently used structured medium of communication. It is the primary medium through which each individual child will be enabled to structure, to evaluate, to describe and to control his/her experience. It was noted that using fun activities to educate children with mild mental disabilities boost their oral language use. The use of storytelling to teach children with mild mental disabilities improves their use of oral language. It was found out those using interactive activities at home to teach communication skills to children with mild mental disabilities enhance their oral language use. It was found out that applying early intervention programmes to teach language skills to children with mild mental disabilities improves their use of oral language. The study further noted that language instructors and caregivers have influence on language production and use among children with mental disabilities in Vihiga County. Language instructors and caregivers can positively or negatively influence language production and use among children with mental disabilities. The caregivers' language use has a direct influence on language production and use among children with mental disabilities. The training and experience of the language instructor affects the production and use of language by children with mental disabilities. Both the quantity and quality of what caregivers say matter for the mentally disabled children's learning of language particularly on its production and use. Language instructors and caregivers can ask children with mental disabilities questions starting with words like who, what, when, where and why to encourage them to provide more complex response. Language instructors and caregivers play complementary roles in boosting language production and use among children with mental disabilities.
Language skills in developmentally disabled children
Brain and Language, 1982
Language measures of receptive and expressive vocabulary, story telling, and immediate verbal memory, as well as two perceptual tests, were administered to a group of developmentally disabled children, and three groups of normal children, one matched for chronological age, one for mean length of utterance, and one for performance on one of the perceptual tests. When diagnostic subgroups of "autism, " "childhood schizophrenia," and "other severe disturbance" were formed using standard diagnostic tools, no language differences were found between diagnostic subgroups. When compared with the normal control groups, many of the language skills of the entire group of disabled children, and of the autistic children alone, were rather evenly delayed, showing only a relative sparing of the naming function, and a relative deficit on immediate verbal memory. Furthermore, a high correlation was found in a small subsample between the difficulty levels of morphemes in the disabled children and those reported for young normal children. Experienced special-education and earlychildhood teachers could not discriminate the stories of the disabled children from those of young normal children. Analysis of the disabled children's error strategies, however, revealed features of their language not found in normal children's language: (1) extreme perseveration in test answers and stories, (2) attention to minor features of test stimuli, and (3) failure to adopt alternate,
Acquisition of Phonological Competence in Five-Year-Old Mentally Disabled Children
Jurnal Lingua Idea, 2022
This research aims at describing language acquisition particularly at the level of phonological competence attained by mentally retarded children. The data in this research are gathered from children, who is mentally retarded, at the Panti Asuhan Yatim Sejahtera Banjarnegara. These data include vocabularies which are primarily nouns, for instance the name of transportations, fruits, and buildings. This is a descriptive-qualitative research of which steps were giving stimuli to the targeted child to pronounce some vocabularies. These pronounced-vocabularies were then employed in this research to further be examined. In order to discover the stages of language acquisition specifically at the level of phonological competence, the data will be analyzed with phonetic syllabus. Based on the result of the analysis, it indicates that the language acquisition of this mentally disabled child phonologically
Language stimulation for children with Mental Retardation
Retardation (MR) is an idea, a condition, a syndrome, a symptom and a source of pain and bewilderment to many families. Its history dates back to the beginning of man ¶s time on earth. The idea of mental retardation can be found as for back in history as the therapeutic papyri of thebes (Luxor), Egypt, around 1500 B.C. Although some what vague due to difficulties in translation, these documents clearly refer to disabilities of the mind and body due to brain damage (Sheerenberger, 1983). Currently mental retardation is recognized as an important disability in India, requiring rehabilitation, as evidenced by its inclusion in the persons with Disabilities (Equal Opportunities, Protection of Rights and Full Participation) Act, (1995) and National Trust for the Welfare of Persons with Autism, Cerebral Palsy, Mental Retardation, & Multiple Disability Act, (1999). Definition of Mental Retardation: AAMR (American Association on Mental Retardation), 1992, defines Mental Retardation as ³a condition that refers to substantial limitations in present functioning. It is characterized by significantly subaverage intellectual functioning, existing concurrently with related limitations in two or more of the following applicable adaptive skills areas: communication, self care, home living, social skills, community use, self-direction, health and safety, functional academics, liesure, and work. Mental Retardation manifests before age 18´. ³The following four assumptions are essential for the application of the definition: 1. Valid assessment considers cultural and linguistic diversity as well as differences in communication and behavioral factors,