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Mendeley readers
Attention Score in Context
| Title |
Preschool children's performance on Profiling Elements of Prosody in Speech-Communication (PEPS-C)
|
|---|---|
| Published in |
Journal of Multilingual Communication Disorders, January 2013
|
| DOI | 10.3109/02699206.2012.741184 |
| Pubmed ID | |
| Authors |
Fiona E. Gibbon, Heather Smyth |
| Abstract |
Profiling Elements of Prosody in Speech-Communication (PEPS-C) has not been used widely to assess prosodic abilities of preschool children. This study was therefore aimed at investigating typically developing 4-year-olds' performance on PEPS-C. PEPS-C was presented to 30 typically developing 4-year-olds recruited in southern Ireland. Children were judged to have completed the test if they produced analysable responses to >95% of the items. The children's scores were compared with data from typically developing 5-6-year-olds. The majority (83%) of 4-year-olds were able to complete the test. The children scored at chance or weak ability levels on all subtests. The 4-year-olds had lower scores than 5-6-year-olds in all subtests, apart from one, with the difference reaching statistical significance in 8 out of 12 subtests. The results indicate that PEPS-C could be a valuable tool for assessing prosody in young children with typical development and some groups of young children with communication disorders. |
X Demographics
The data shown below were collected from the profile of 1 X user who shared this research output. Click here to find out more about how the information was compiled.
Geographical breakdown
| Country | Count | As % |
|---|---|---|
| Unknown | 1 | 100% |
Demographic breakdown
| Type | Count | As % |
|---|---|---|
| Members of the public | 1 | 100% |
Mendeley readers
The data shown below were compiled from readership statistics for 32 Mendeley readers of this research output. Click here to see the associated Mendeley record.
Geographical breakdown
| Country | Count | As % |
|---|---|---|
| Unknown | 32 | 100% |
Demographic breakdown
| Readers by professional status | Count | As % |
|---|---|---|
| Student > Master | 5 | 16% |
| Student > Doctoral Student | 3 | 9% |
| Lecturer | 2 | 6% |
| Other | 2 | 6% |
| Professor > Associate Professor | 2 | 6% |
| Other | 7 | 22% |
| Unknown | 11 | 34% |
| Readers by discipline | Count | As % |
|---|---|---|
| Medicine and Dentistry | 6 | 19% |
| Psychology | 5 | 16% |
| Linguistics | 3 | 9% |
| Arts and Humanities | 3 | 9% |
| Nursing and Health Professions | 2 | 6% |
| Other | 4 | 13% |
| Unknown | 9 | 28% |
Attention Score in Context
This research output has an Altmetric Attention Score of 1. This is our high-level measure of the quality and quantity of online attention that it has received. This Attention Score, as well as the ranking and number of research outputs shown below, was calculated when the research output was last mentioned on 28 January 2013.
All research outputs
#20,655,488
of 25,373,627 outputs
Outputs from Journal of Multilingual Communication Disorders
#399
of 527 outputs
Outputs of similar age
#226,082
of 286,804 outputs
Outputs of similar age from Journal of Multilingual Communication Disorders
#13
of 13 outputs
Altmetric has tracked 25,373,627 research outputs across all sources so far. This one is in the 10th percentile – i.e., 10% of other outputs scored the same or lower than it.
So far Altmetric has tracked 527 research outputs from this source. They receive a mean Attention Score of 3.7. This one is in the 6th percentile – i.e., 6% of its peers scored the same or lower than it.
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We're also able to compare this research output to 13 others from the same source and published within six weeks on either side of this one. This one is in the 1st percentile – i.e., 1% of its contemporaries scored the same or lower than it.