Hostname: page-component-586b7cd67f-g8jcs Total loading time: 0 Render date: 2024-11-25T16:54:39.207Z Has data issue: false hasContentIssue false
  • English
  • Français

The Communicative Intention Inventory: A system for observing and coding children's early intentional communication

Published online by Cambridge University Press:  28 November 2008

Truman E. Coggins  and
Robert L. Carpenter
Truman E. Coggins*
Affiliation:
The University of Washington
Robert L. Carpenter
Affiliation:
The University of Washington
*
Dr. Truman E. Coggins, Communicative Disorders Section (WJ-10), Child Development and Mental Retardation Center, The University of Washington, Seattle, Washington, 98195
Get access Rights & Permissions [Opens in a new window]

Abstract

The Communicative Intention Inventory, an observational system for describing children's early gestural, vocal, and verbal communicative behaviors, is presented in this paper. The Inventory is comprised of eight intentional categories which are included because of their content and construct validity, their likelihood of occurrence in a clinical setting, and their high observerscorer reliability. The rank order of frequency of occurrence of the eight intentional categories is compared across 16 subjects resulting in a reliability coefficient of .66. The value of using the Inventory as a criterion-referenced measure of communicative intentions is explored.

Type
Articles
Information
Applied Psycholinguistics , Volume 2 , Issue 3 , August 1981 , pp. 235 - 251
Copyright
Copyright © Cambridge University Press 1981

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

REFERENCES

Antinucci, F., & Parisi, D. Early semantic development in child language. In Lenneberg, E. H. & Lenneberg, E. (Eds.), Foundations of language development: A multidisciplinary approach (Vol. 1). New York: Academic Press, 1975.Google Scholar
Baltaxe, C.Pragmatic deficits in the language of autistic adolescents. Journal of Pediatric Psychology, 1977, 2, 176–180.CrossRefGoogle Scholar
Bates, E.Language and context. New York: Academic Press, 1976.Google Scholar
Bates, E., Camaioni, L., & Volterra, V.The acquisition of performatives prior to speech. Merrill-Palmer Quarterly, 1975, 21, 205–226.Google Scholar
Bates, E., Benigni, L., Bretherton, I., Camaioni, L., & Voltera, V. From gesture to the first word: On cognitive and social prerequisites. In Lewis, M. & Rosenblum, L. (Eds.), Interaction, conversation and the development of language. New York: Wiley and Sons, 1977.Google Scholar
Bloom, L., & Lahey, M.Language development and language disorders. New York: Wiley and Sons, 1978.Google Scholar
Bruner, J.The ontogenesis of speech acts. Journal of Child Language, 1975, 2, 1–19.CrossRefGoogle Scholar
Carpenter, R., Mastergeorge, A., & Coggins, T. The acquisition of comunicative intentions in infants. Manuscript submitted for publication, April 1981.Google Scholar
Cazden, C. B. The neglected situation in child language research and education. In Williams, F. (Ed.), Language and poverty. Chicago: Markham, 1970.Google Scholar
Chapman, R. Exploring intentional communication. In Miller, J. (Ed.), Assessing language production in children. Baltimore: University Park Press, 1981.Google Scholar
Chapman, R. Issues in child language acquisition. In Lass, N., Northern, J., Yoder, D., & McReynolds, L. (Eds.), Speech, language and hearing. Philadelphia: W. B. Sanders Company, in press.Google Scholar
Cronbach, L.Essentials of psychological testing. New York: Harper and Row, 1970.Google Scholar
deVilliers, J., & deVilliers, P. Semantics and syntax in the first two years. In Minine, F. & Lloyd, L. (Eds.), Communicative and cognitive abilities: Early behavioral assessment. Baltimore: University Park Press, 1978.Google Scholar
Dihoff, R., & Chapman, R.First words: Their origins in action. Papers and Reports in Child Language Development, Stanford University, 1974, 43, 1–7.Google Scholar
Dore, J.Holophrases, speech acts, and language universals. Journal of Child Language. 1975, 2, 21–40.CrossRefGoogle Scholar
Glaser, R.Instructional technology and the measurement of learning outcomes. American Psychologist, 1963, 18, 510–522.CrossRefGoogle Scholar
Glaser, R., & Nitko, A. Measurement in learning and instruction. In Thorndike, R. (Ed.), Education Measurement. Washington, D.C.: American Council on Education, 1971.Google Scholar
Greenfield, P., & Smith, J.The structure of communication in early language development. New York: Academic Press, 1976.Google Scholar
Halliday, M. Learning how to mean. In Lenneberg, E. H. & Lenneberg, E. (Eds.), Foundations of language development: A multidisciplinary approach (Vol. 1). New York: Academic Press, 1975.Google Scholar
Ingram, D. Stages in the development of one-word utterances. Paper presented at the Stanford Child Language Research Forum, Stanford, California, 1974.Google Scholar
Lyman, H.Test scores and what they mean. Englewood Cliffs, New Jersey: Prentice-Hall, 1978.Google Scholar
Miller, J. (Ed.). Assessing language production in children. Baltimore: University Park Press, 1981.Google Scholar
Popham, W., & Husek, T.Implications of criterion-referenced measurement. Journal of Education Measurement. 1969, 6, 1–9.CrossRefGoogle Scholar
Rees, N. Pragmatics of language: Applications to normal and disordered language development. In Schiefelbusch, R. L. (Ed.), Bases of language intervention. Baltimore: University Park Press, 1978.Google Scholar
Siegel, G.The use of language tests. Language, speech and hearing services in the schools, 1975, 4, 211–217.Google Scholar
Siegel, S.Nonparametric statistics for the behavioral sciences. New York: McGraw-Hill, 1956.Google Scholar
Uzgiris, I., & Hunt, J. McV.Assessment in infancy. Urbana, III.: University of Illinois Press, 1975.Google Scholar