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Pragmatic aspects of communication and language comprehension in groups of children differentiated by teacher ratings of inattention and hyperactivity.

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Pragmatic aspects of communication and language comprehension in groups of children differentiated by teacher ratings of inattention and hyperactivity. / Bignell, Simon; Cain, Kate.
In: British Journal of Developmental Psychology, Vol. 25, No. 4, 11.2007, p. 499-512.

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@article{cc33227ecc4045a98f1e0daef58ca822,
title = "Pragmatic aspects of communication and language comprehension in groups of children differentiated by teacher ratings of inattention and hyperactivity.",
abstract = "Children with attention deficit hyperactivity disorder (ADHD) experience pragmatic language deficits, but it is not known whether these difficulties are primarily associated with high levels of inattention, hyperactivity, or both. We investigated pragmatic aspects of communication and language comprehension in relation to poor attention and/or high hyperactivity in a nondiagnosed population of 7-11-year-olds. Classroom teachers rated their pupils{\textquoteright} attention and hyperactivity/impulsivity on the ADD-H Comprehensive Teacher Rating Scale (ACTeRS). The three groups were formed: children with poor attention and low hyperactivity (poor attention group), children with good attention and high hyperactivity (high hyperactivity group), children with both poor attention and high hyperactivity (poor attention/high hyperactivity group). Their performance was compared with that of same-age controls in two studies: Study One (N=94) investigated the comprehension of figurative language in and out of context; Study Two (N=100) investigated pragmatic aspects of communication using the Children{\textquoteright}s Communication Checklist – Second Edition. Two groups, the poor attention and the poor attention/high hyperactivity groups, were impaired in both their comprehension of figurative language and their communication skills. The high hyperactivity group was impaired in their comprehension of figurative language but they did not exhibit communication impairments. The findings extend work with clinical populations of children with ADHD: Even in a nondiagnosed sample of children, poor attention and elevated levels of hyperactivity are associated with pragmatic language weaknesses.",
keywords = "language comprehension, pragmatics, attention, hyperactivity",
author = "Simon Bignell and Kate Cain",
note = "Please contact Kate Cain k.cain@lancs.ac.uk for the pdf of this paper",
year = "2007",
month = nov,
language = "English",
volume = "25",
pages = "499--512",
journal = "British Journal of Developmental Psychology",
issn = "0261-510X",
publisher = "Wiley-Blackwell",
number = "4",

}

RIS

TY - JOUR

T1 - Pragmatic aspects of communication and language comprehension in groups of children differentiated by teacher ratings of inattention and hyperactivity.

AU - Bignell, Simon

AU - Cain, Kate

N1 - Please contact Kate Cain k.cain@lancs.ac.uk for the pdf of this paper

PY - 2007/11

Y1 - 2007/11

N2 - Children with attention deficit hyperactivity disorder (ADHD) experience pragmatic language deficits, but it is not known whether these difficulties are primarily associated with high levels of inattention, hyperactivity, or both. We investigated pragmatic aspects of communication and language comprehension in relation to poor attention and/or high hyperactivity in a nondiagnosed population of 7-11-year-olds. Classroom teachers rated their pupils’ attention and hyperactivity/impulsivity on the ADD-H Comprehensive Teacher Rating Scale (ACTeRS). The three groups were formed: children with poor attention and low hyperactivity (poor attention group), children with good attention and high hyperactivity (high hyperactivity group), children with both poor attention and high hyperactivity (poor attention/high hyperactivity group). Their performance was compared with that of same-age controls in two studies: Study One (N=94) investigated the comprehension of figurative language in and out of context; Study Two (N=100) investigated pragmatic aspects of communication using the Children’s Communication Checklist – Second Edition. Two groups, the poor attention and the poor attention/high hyperactivity groups, were impaired in both their comprehension of figurative language and their communication skills. The high hyperactivity group was impaired in their comprehension of figurative language but they did not exhibit communication impairments. The findings extend work with clinical populations of children with ADHD: Even in a nondiagnosed sample of children, poor attention and elevated levels of hyperactivity are associated with pragmatic language weaknesses.

AB - Children with attention deficit hyperactivity disorder (ADHD) experience pragmatic language deficits, but it is not known whether these difficulties are primarily associated with high levels of inattention, hyperactivity, or both. We investigated pragmatic aspects of communication and language comprehension in relation to poor attention and/or high hyperactivity in a nondiagnosed population of 7-11-year-olds. Classroom teachers rated their pupils’ attention and hyperactivity/impulsivity on the ADD-H Comprehensive Teacher Rating Scale (ACTeRS). The three groups were formed: children with poor attention and low hyperactivity (poor attention group), children with good attention and high hyperactivity (high hyperactivity group), children with both poor attention and high hyperactivity (poor attention/high hyperactivity group). Their performance was compared with that of same-age controls in two studies: Study One (N=94) investigated the comprehension of figurative language in and out of context; Study Two (N=100) investigated pragmatic aspects of communication using the Children’s Communication Checklist – Second Edition. Two groups, the poor attention and the poor attention/high hyperactivity groups, were impaired in both their comprehension of figurative language and their communication skills. The high hyperactivity group was impaired in their comprehension of figurative language but they did not exhibit communication impairments. The findings extend work with clinical populations of children with ADHD: Even in a nondiagnosed sample of children, poor attention and elevated levels of hyperactivity are associated with pragmatic language weaknesses.

KW - language comprehension

KW - pragmatics

KW - attention

KW - hyperactivity

M3 - Journal article

VL - 25

SP - 499

EP - 512

JO - British Journal of Developmental Psychology

JF - British Journal of Developmental Psychology

SN - 0261-510X

IS - 4

ER -