Normal and Retarded Children’s Understanding of Semantic Relations in Different Verbal Contexts

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Abstract
The effect of different semantic relations presented in different verbal contexts to language retarded and normal children at the one- and two-word stage of development was studied. No significant difference was found between the performance of mentally retarded language-disordered and normal children on the verbal comprehension task. Both groups of children performed best on the possessive, next on the agent-object, then actor-action, and poorest on the locative relations. Finally, nonsense, telegraphic, and expanded contexts did make a difference in the children’s understandings with expanded being the best, telegraphic next, and nonsense contexts poorest. Theoretical and clinical implications are discussed.

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