An approach to assessing and facilitating causal language in adults with learning disabilities based on Piagetian theory.
Salient characteristics associated with Piagetian cognitive stages served as the basis for developing a linguistic taxonomy of causal semantic relations. Causal statements from adults with learning disabilities and normally achieving adults were analyzed and organized within this taxonomy. A relationship between Piagetian cognitive stages and verbal expressions of causality was identified. Based on this relationship, principles of Piagetian cognitive theory were used to design assessment and intervention plans for adults with learning disabilities.
Moses
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Department Speech, Language, Hearing Sciences, Rutgers University, Douglass College, New Brunswick, NJ 08903-0270.
Klein
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HB
Altman
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D000293:Adolescent; D000328:Adult; D002648:Child; D003072:Cognition Disorders / Q000534:rehabilitation*; D003210:Concept Formation; D004519:Education, Special / Q000379:methods*; D006801:Humans; D007805:Language Development Disorders / Q000534:rehabilitation*; D007859:Learning Disabilities / Q000534:rehabilitation*; D011582:Psychological Theory; D012660:Semantics