Relationship Between Conceptual Load and Output in Children with Learning Disability

Abstract

Discourse analysis is a term given to a cluster of approaches intended in measuring the output with reference to the output measured on verbal, written or sign language. The output can be measured in terms of C units, T units etc. The output derived would be directly related to the conceptual output. The conceptual unit also reflects the relationship shared by the conceptual load and verbal output. Discourse analysis is carried out in children and adults including the pathological population. The conceptual unit is considered to be more apt in population such as learning disability (LD). The present study aims to explore the relationship between the conceptual load and verbal output in normal children and children diagnosed with LD. Four pictures from “Frog where are you” set of pictures were taken. Children were asked to describe the pictures orally for the first two pictures. The participants were asked to write and describe for the remaining two pictures. The C units for each of this picture were predetermined and was compared against the C units derived for typically developing children and children with LD. The difference in terms of C units between the typically developing children and children diagnosed with LD was significant statistically. The reduced C units even on oral discourse reflected the conceptual organization would be disrupted in children with LD.

Keywords: Conceptual unit, verbal output, written output

Cite this Article

Abhishek BP, Lokwani P, Kumar P et al. Relationship Between Conceptual Load and Output in Children with Learning Disability. Research and Reviews: Journal of Neuroscience. 2018; 8(1): 1–5p.