Reflectivity Bias in Picture-Pointing Grammatical Comprehension Tasks
Department or Administrative Unit
Center for Teaching and Learning
Two studies, one correlational and one experimental, supported the hypothesis that 4- and 5-year-olds' performance on a picture-pointing grammatical comprehension task administered under standard procedures is highly influenced by reflectivity style. In the first study, a substantial correlation was obtained between reflectivity and picture-pointing grammatical comprehension task performance. This correlation was significantly greater than that between reflectivity and object-manipulation grammatical comprehension task performance. In the second study, a reflectivity-promoting but grammatically irrelevant modification in the administration of the picture-pointing task resulted in significantly improved comprehension scores and a significantly lower correlation with reflectivity.
Shorr, D. N., & Dale, P. S. (1984). Reflectivity Bias in Picture-Pointing Grammatical Comprehension Tasks. Journal of Speech, Language, and Hearing Research, 27(4), 549–556. https://doi.org/10.1044/jshr.2704.549
Journal of Speech, Language, and Hearing Research
Copyright © 1984 American Speech-Language-Hearing Association