Assessment of Thematic Relations in 2-4 Years Normally Developing ChildrenShylaja K* and Manjula R
All India Institute of Speech and Hearing, Naimisham Campus, Manasagangothri, Mysore, India
- *Corresponding Author:
- Shylaja K
Junior Research Fellow (JRF)
All India Institute of Speech and Hearing
Naimisham Campus, Manasagangothri, Mysore-570006, India
E-mail: [email protected]
Received date: January 23, 2016 Accepted date: February 17, 2016 Published date: February 24, 2016
Citation: Shylaja K, Manjula R (2016) Assessment of Thematic Relations in 2-4 Years Normally Developing Children. Commun Disord Deaf Stud Hearing Aids 4:154. doi: 10.4172/2375-4427.1000154
Copyright: © 2016 Shylaja K, et al. This is an open-access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.
Objective: Children organize their conceptual knowledge in different ways such as thematic and taxonomic organization. When concepts are linked by cross-categorical relations, they are said to be thematically related. This study attempts to investigate the development of different types of thematic relations such as spatial-temporalfunctional relations and causal relations in Kannada speaking typical children. Method: A total of 216 typically developing children between age group of 2-4 years speaking Kannada were selected for the study. Match to sample task using picture stimuli were administered to assess spatial-temporalfunctional relations and causal types of thematic relations. The match to sample task included one standard and four choice responses, one of which was a thematic match (either spatial and/or temporal and/or functionally related match or a causal match depending on the test carried out) to the test stimuli. Responses of the children were analyzed using a four point rating scale. Results: Results revealed that appreciation of spatial-temporal-functional and causal types of thematic relations emerges in children as young as 2 years of age and broadens with increase in age to 3-4 years. Gender effect was not significant in both these tasks. There was no significant difference found in the performance of children between test for spatial-temporal-functional relations and test for causal relations. Conclusion: The results of present study demonstrate that thematic relations in specific spatial-temporalfunctional relations and causal relations show a similar pattern of developmental trend in preschool children of 2-4 years of age. In addition they are found to be one of the important types of organizational strategies used by 2-4 years children to conceptual world knowledge and thus play a key role in language acquisition.