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The linguistic comparison of picture-elicited narratives in borderline-intelligence and typically-developed school-age children
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| Belghis Rovshan1, Masoud Karimlo2, Ahmad Alipour3, Ali Khoddam1 |
1- Department of Linguistics & Foreign Languages, Payame Noor University, Tehran, Iran
2- Department of Statistics, University of Social Welfare and Rehabilitation Sciences, Tehran, Iran
3- Department of Psychology, Faculty of Psychology & Education, Payame Noor University, Tehran, Iran |
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Abstract: (17756 Views) |
Background and Aim: Students with borderline intelligence quotient experience types of language disorders that are seen in their narratives, too. This research aimed to investigate the linguistic characteristics of picture-elicited narratives in school-aged children with borderline intelligence quotient. Methods: In a cross-sectional study, 30 students with borderline intelligence quotient and 25 typically developing children at the age of 6-13 years were randomly selected from a population of four schools. Narrative discourse was elicited with description of pictures of one storybook. Results: Students with borderline IQ were weaker than typically developing children in complex (p<0.001), compound sentences (p<0.001) and produced more ungrammatical sentences (p=0.007). Students with borderline intelligence quotient produced fewer related (p<0.001) but more unrelated information (p=0.033) and types of cohesive (p=0.010) and "HAM" conjunction (p=0.022) was fewer in them. Conclusion: Students with borderline intelligence quotient showed more linguistic impairment in description of story. |
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| Keywords: Narrative, language disorder, intelligence, student |
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Type of Study: Research |
Received: 2013/02/3 | Accepted: 2013/05/20 | Published: 2014/02/1
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