A Comparative Computer Content Analysis of the Verbal Behavior of Institutionalized and Noninstitutionalized Retarded Children Previous studies have indicated structural language differences favoring the noninstitutionalized retarded when compared to matched institutionalized retarded children. In this study, a sociological and psychological deficit hypothesis for institutional retardates was explored by using a verbal content analysis system. Unstructured speech samples from 20 institutionalized and 20 noninstitutionalized retarded children ... Research Article
Research Article  |   March 01, 1975
A Comparative Computer Content Analysis of the Verbal Behavior of Institutionalized and Noninstitutionalized Retarded Children
 
Author Affiliations & Notes
  • James C. Montague, Jr.
    University of Arkansas, Little Rock, Arkansas
  • Edward C. Hutchinson
    University of Florida, Gainesville, Florida
  • Emily Matson
    University of Arkansas, Little Rock, Arkansas
Article Information
Research Articles
Research Article   |   March 01, 1975
A Comparative Computer Content Analysis of the Verbal Behavior of Institutionalized and Noninstitutionalized Retarded Children
Journal of Speech, Language, and Hearing Research, March 1975, Vol. 18, 43-57. doi:10.1044/jshr.1801.43
History: Received June 12, 1973 , Accepted March 28, 1974
 
Journal of Speech, Language, and Hearing Research, March 1975, Vol. 18, 43-57. doi:10.1044/jshr.1801.43
History: Received June 12, 1973; Accepted March 28, 1974

Previous studies have indicated structural language differences favoring the noninstitutionalized retarded when compared to matched institutionalized retarded children. In this study, a sociological and psychological deficit hypothesis for institutional retardates was explored by using a verbal content analysis system. Unstructured speech samples from 20 institutionalized and 20 noninstitutionalized retarded children were employed using the computerized General Inquirer System and the Harvard III Psychosociological Dictionary. Differences were found between the groups but all except two were negated or attenuated by additional extended manual analysis treatments. The findings of this study do not support a psychological or sociological deficit hypothesis for institutionalized educable retardates as measured by this content analysis system.

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