{"id":{"repo_id":"mo-state","oai_identifier":"oai:bearworks.missouristate.edu:theses-1074"},"canonical_url":"https://search.dev.ndltd.org/etd/mo-state/oai:bearworks.missouristate.edu:theses-1074","repository":{"repo_id":"mo-state","name":"Missouri State University","base_url":"https://bearworks.missouristate.edu/do/oai/"},"display":{"title":"The Marking of Ambiguous Referents By Language Delayed/Learning Disabled Adolescents in a Narrative Task","abstract":"The ability to appropriately mark ambiguous referents was evaluated for 31 language-delayed and/or learning-disabled adolescents, and for 11 normally-achieving, normal language learning adolescents and preadolescents. Each subject was shown a series of 5 television cartoons and asked to narrate the ongoing activity to a listener. The subjects' narrations were transcribed, and the percentages of 6 appropriately marked reference types were calculated for each subject and analyzed using a Kruskal-Wallis one-way analysis of variance by ranks. Results indicated no significant differences between the subject groups in percentage of appropriately marked referents. Further results suggested a significantly lower percentage of appropriately marked animate later-mention referents in 3 of 6 subject groups.","abstract_html":"The ability to appropriately mark ambiguous referents was evaluated for 31 language-delayed and/or learning-disabled adolescents, and for 11 normally-achieving, normal language learning adolescents and preadolescents. Each subject was shown a series of 5 television cartoons and asked to narrate the ongoing activity to a listener. The subjects' narrations were transcribed, and the percentages of 6 appropriately marked reference types were calculated for each subject and analyzed using a Kruskal-Wallis one-way analysis of variance by ranks. Results indicated no significant differences between the subject groups in percentage of appropriately marked referents. Further results suggested a significantly lower percentage of appropriately marked animate later-mention referents in 3 of 6 subject groups.","abstract_has_math":false,"creators":["Anderson, Mary Kathryn"],"institution":null,"degree_name":"Master of Science in Communication Sciences and Disorders","degree_level":"Masters","degree_discipline":"Communication Sciences and Disorders","degree_department":null,"school":null,"contributors":["Martin Fishcher"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":1987,"date_issued":"1987-07-01T07:00:00Z","date_published":"1987-07-01T07:00:00Z","updated_at":"2026-07-24T03:14:59Z","subjects":["Communication Sciences and Disorders"],"languages":[],"rights":["© Mary Kathryn Anderson"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://bearworks.missouristate.edu/theses/73","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Martin Fishcher"]},{"key":"dc:creator","label":"Author","values":["Anderson, Mary Kathryn"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"thesis:degree_discipline","label":"Discipline","values":["Communication Sciences and Disorders"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Masters"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Science in Communication Sciences and Disorders"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Communication Sciences and Disorders"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:rights","label":"Dc Rights","values":["© Mary Kathryn Anderson"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://bearworks.missouristate.edu/theses/73"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The ability to appropriately mark ambiguous referents was evaluated for 31 language-delayed and/or learning-disabled adolescents, and for 11 normally-achieving, normal language learning adolescents and preadolescents. Each subject was shown a series of 5 television cartoons and asked to narrate the ongoing activity to a listener. The subjects' narrations were transcribed, and the percentages of 6 appropriately marked reference types were calculated for each subject and analyzed using a Kruskal-Wallis one-way analysis of variance by ranks. Results indicated no significant differences between the subject groups in percentage of appropriately marked referents. Further results suggested a significantly lower percentage of appropriately marked animate later-mention referents in 3 of 6 subject groups."]},{"key":"dc:title","label":"Title","values":["The Marking of Ambiguous Referents By Language Delayed/Learning Disabled Adolescents in a Narrative Task"]}]}],"canonical_facts":{"dc:contributor":["Martin Fishcher"],"dc:creator":["Anderson, Mary Kathryn"],"dc:description.abstract":["The ability to appropriately mark ambiguous referents was evaluated for 31 language-delayed and/or learning-disabled adolescents, and for 11 normally-achieving, normal language learning adolescents and preadolescents. Each subject was shown a series of 5 television cartoons and asked to narrate the ongoing activity to a listener. The subjects' narrations were transcribed, and the percentages of 6 appropriately marked reference types were calculated for each subject and analyzed using a Kruskal-Wallis one-way analysis of variance by ranks. Results indicated no significant differences between the subject groups in percentage of appropriately marked referents. Further results suggested a significantly lower percentage of appropriately marked animate later-mention referents in 3 of 6 subject groups."],"dc:identifier":["https://bearworks.missouristate.edu/theses/73"],"dc:rights":["© Mary Kathryn Anderson"],"dc:subject":["Communication Sciences and Disorders"],"dc:title":["The Marking of Ambiguous Referents By Language Delayed/Learning Disabled Adolescents in a Narrative Task"],"thesis:degree_discipline":["Communication Sciences and Disorders"],"thesis:degree_level":["Masters"],"thesis:degree_name":["Master of Science in Communication Sciences and Disorders"]},"updated_at":"2026-07-24T03:14:59Z"}