Sentence Repetition Test Research Articles

DERIVATIONAL COMPLEXITY AND ITEM DIFFICULTY IN A SENTENCE REPETITION TASK

This paper reports the results of an analysis to determine whether derivational complexity is a determinant of item difficulty in a sentence repetition task. Fifty ESL subjects took a 26 item sentence repetition test. It was possible to estimate Rasch item difficulty indices for 18 items. The high‐difficulty items were derivationally more complex than the low‐difficulty items; however, predictions made in the early derivational complexity research about passive, negative, and interrogative sentences were not confirmed in this research. A linguistic analysis of the most difficult items suggests that this sample of ESL subjects experienced difficulties in processing adverbials, compounding and reduction of clauses, and the non‐finite verbals.

Normative Data for the Spreen-Benton Sentence Repetition Test: Its Relationship to Age, Intelligence, and Memory

The present study provided normative data applicable to a corticallyimpaired adult population on the Spreen-Benton Sentence Repetition Test. Data were presented for decade groups ranging from 20 to 70 years. The current research indicated that intelligence may play a relatively strong role in performance on this test; also, that memory may be involved, but to a lesser degree. It was recommended that patients' intellectual levels be considered when interpreting the results of the Sentence Repetition Test.

Developmental norms for the Sentence Repetition Test.

Developmental norms for the Sentence Repetition Test.

Developmental norms for the Sentence Repetition Test.

Developmental norms for the Sentence Repetition Test.

Preliminary Data on Revision of a Sentence Repetition Test for Language Screening with Black First Grade Children

No AccessLanguage, Speech, and Hearing Services in SchoolsResearch Article1 Jul 1981Preliminary Data on Revision of a Sentence Repetition Test for Language Screening with Black First Grade Children Barbara L. Hemingway, James C. Montague Jr., and Robert H. Bradley Barbara L. Hemingway Google Scholar More articles by this author , James C. Montague Jr. Google Scholar More articles by this author and Robert H. Bradley Google Scholar More articles by this author https://doi.org/10.1044/0161-1461.1203.153 SectionsAboutPDF ToolsAdd to favoritesDownload CitationTrack Citations ShareFacebookTwitterLinked In Three groups of first grade children were identified with a screening modification of the Carrow Elicited Language Inventory (CELI): children who spoke Standard English, children who spoke black English vernacular, and children with true language pathology. Discussion of the results describes the identification of black children with true pathological language patterns. It is recommended that school speech-language pathologists expand their efforts to reline and develop instruments for use with minority children. Additional Resources FiguresReferencesRelatedDetails Volume 12Issue 3July 1981Pages: 153-159 Get Permissions Add to your Mendeley library HistoryReceived: Jun 2, 1980Accepted: Oct 10, 1980 Published in issue: Jul 1, 1981 Metrics Topicsasha-topicsasha-article-typesCopyright & PermissionsCopyright © 1981 American Speech-Language-Hearing AssociationPDF downloadLoading ...

Oral language facility, verbal intelligence and performance on tests of psycholinguistic ability

Abstract The performance of 152 children in the age range 7 years 5 months to 7 years 11 months on a battery comprising the Illinois Test of Psycholinguistic Abilities (ITPA), the English Picture Vocabulary Test 2 (EPVT), a test of auditory discrimination, a sentence repetition test and an orally administered verbal intelligence test was compared with the complexity and fluency of spoken language recorded from each child. Only a moderate correlation was found between the ITPA total score and the length‐complexity index (LCI) from the language samples. Moderate correlations were found between the LCI and several auditory‐vocal channel subtests from the ITPA; however, with the influence of verbal intelligence partialled out most of these were reduced to low or nonsignificant levels. The scores from the Manual Expression subtest in the visual‐motor channel were found to correlate as highly with LCI as did the ITPA total score. This relationship was maintained to two situations, (i) when the factor of verbal ...

Prosodic Factors in Grammar-Evidence from Aphasia

This investigation studied the conditions under which the function words of grammar are omitted or confused in aphasic speech. Twenty-seven Broca’s aphasics and 23 fluent (Wernicke and amnesic) aphasics took part in Experiment 1, which consisted of: (a) a word-span repetition test, where the subjects repeated grammatically unrelated, equally-stressed, 3-word sets; and (b) a sentence repetition test, where four- and five-word sentences were delivered by the examiner with normal conversational intonation. Compared to Broca’s aphasics of equal severity, the fluent aphasics were at a disadvantage in their span for repetition of word lists, while on the sentence repetition test, initial unstressed function words were more frequently omitted by Broca’s aphasics than by fluent aphasics. Experiment 2 tested the hypothesis that stress and position of function words, instead of word quality, determine whether words are dropped or retained in speech. One Broca’s aphasic repeated a series of 3-word phrases, consisting chiefly of sentences, delivered to him in normal conversational intonation. The results confirmed the hypothesis. In Experiment 3, these results were retested on a group of 10 Broca’s and 12 fluent aphasics, and again the hypothesis was confirmed. It was concluded that the prosodie characteristics of grammatical function words determine whether they are lost or retained in agrammatic speech.