Validity Study on Children’s Pragmatic Language Checklist (CPLC)

Improvement of conversation and communication skills has often been regarded as a major feature of language development during school-age. The main purpose of this study was to describe the pragmatic language abilities of 9-year-old children. The current study also examined whether these abilities vary according to the child's gender and socioeconomic status (SES), and the effects of these factors on pragmatic language abilities. Methods: Performance data on the Children's Pragmatic Language Checklist (CPLC) and information regarding child and family characteristics were collected from 1386 children participating in the 'Panel Study on Korean Children (PSKC)' of the Korea Institute of Child Care and Education. Total and subtest scores of the CPLC were obtained for descriptive statistics and a one-way ANOVA and t-test were used to compare group differences, as well as a multiple regression analysis for seeking affecting factors for performance on the CPLC. Results: In general, 9-year-old children obtained good scores in CPLC total and subtest scores. Discourse management was relatively difficult when compared to the other sub-areas. The children's gender and SES (education level of mother, monthly family income) brought significant group differences, as well as the size of their residential areas. The educational level of the mother alone, along with the child's gender, affected the pragmatic abilities of 9-year-old children. Conclusion: The results of the current study showed that 9-year-old children have fair pragmatic, communication skills, and suggested that child gender and SES should be considered in assessment and intervention of pragmatic language abilities.

Pragmatic Language Abilities of 9-Year-Old Children on a Nation-Wide Survey: Effects of Gender and Socioeconomic Status

Jung¹

2019

The Relation between Mental Verbs Utilization and Child Pragmatic Language Checklist Scores in a Story Retelling Task: 6 to 9 Aged Children

Lee¹

2019

Objectives: Mental verbs are related to children's communication and language development, especially their reading comprehension and language skills. So, we examined whether the usage rate of mental verbs in a story task was related to the scores of the Children's Pragmatic Language Checklists (CPLC). Methods: In a "Retell the Story" task with 22 child participants, we examined the relationship between the story comprehension scores, usage rates by type of mental verb, and the usage rate of mental verbs by stage of sentence complexity and scores by four sub-regions of CPLC through Pearson product-moment association. We looked at the above correlation analysis to see if a regression model could be used to predict the pragmatic language proficiency score through variables that are significantly correlated. Results: IQ scores, REVT-E scores, cognitive verbs, psychological verbs, and perceptual verbs among mental verbs were found to be related to CPLC scores. IQ scores were significantly related communication intent scores (t= 2.583, p = .018). Also, the REVT-E score was significantly related the nonverbal communication score (t= 2.382, p < .027). These results are meaningful in that they show that communication skills are related to individual intelligence and vocabulary ability. In particular, the rate of usage of psychological verbs was significantly related to the ability of the child language checklist to contextual variation (CV; r= 45, p < .035). The rate of usage of psychological verbs was confirmed to be a variable for predicting CV score, and a description model was available (F= 5.12, p < .035). Conclusion: Although this study was limited to 22 participants, it is meaningful in that the degree of use of a particular vocabulary is related to, and predicts, pragmatic language skills.

Association between Pragmatic Language Competence and Emotional/Behavioral Outcomes of 3rd Graders in Elementary School

Lee¹,

Jung²

2019

Objectives: There is a dearth of studies exploring the association between pragmatic language competence and emotional/behavioral outcomes among children. Therefore, the purpose of this study was to examine the association between the two. Methods: Data (N= 600; 9-year-old children) from 10th wave of the Panel Study on Korean Children (PSKC) of the Korea Institute of Child Care and Education (KICCE) were analyzed using Pearson correlation coefficients and path analysis. The analyses were conducted using measures of total and subtest scores of performance data on the Children's Pragmatic Language Checklist (CPLC) and the Korean version of the Strengths and Difficulties Questionnaire (SDQ-Kr). Results: Pragmatic language competence was related to hyperactivity/inattention, emotional symptoms, and prosocial behavior, and was not related to peer relationships problems and behavioral problems. And the problem of hyperactivity/inattention was directly affected by pragmatic language competence (β =-.973, p < .0000), and influenced emotional/behavioral problems through the partially mediated emotional symptoms (β= 1.529, p < .0000; β = .283, p < .0000). Conclusion: It should be noted that the problems of pragmatic language, hyperactivity/inattention and emotional symptoms do not only apply to the problem of ADHD children, but are also a major cause of emotional/behavior problems for ordinary children. Further research is also required on whether hyperactivity/inattention, emotional symptoms and emotional/behavior problems can be decreased when pragmatic language proficiency programs are applied to children.