1994/06/01 by Miguel Pérez-Pereira, Miguel Pérez Pereira
Neuroscience · Psychology · #Hearing Impairment and Communication #Language Development and Disorders #Neurobiology of Language and Bilingualism
paper · doi:10.1017/s0305000900009296
openalex publication_date 1994/06/01 · openalex created_date 2025/10/10 · openalex updated_date 2026/07/22
A blind child and her sighted twin sister were recorded at home once a month from 2;5 to 3;5. Their imitations, repetitions and routines (IRR speech) were analysed with respect to three dimensions (type, faithfulness to the model, and function). MLU for IRR speech was greater than that for productive utterances, which supports the idea that these productions facilitate language development. The blind girl used routines and modified imitations and repetitions more frequently than her sighted sister, and her use of modified repetitions increased during the study. She also seemed to use IRR speech for a longer period in her development. Both children frequently used these forms as a means of maintaining conversation and to fulfil their intentions. By introducing modifications (varying some element, or expanding the model) both children, especially the blind girl, analysed language and learned to use these utterances in the appropriate circumstances with a clear pragmatic function. Such behaviour is typical of holistic language processing and acquisition.