RESUMO
The words are the symbolic tools for communication. Nouns are the initial and the most frequent components of language that children acquire and use during the procedure of language development. Therefore, this study aimed to determine the noun perception and expression abilities in Persian-speaking children, as well as gathering the normative data for two picture-pointing and picture-naming tests. In this cross-sectional study, 110 normal Persian-speaking children [54 girls and 56 boys], 2.5 to 4 year-old in four groups, were selected randomly throughout Arak kindergartens. Two pictorial perception and expression tests were performed in this study. Mean scores of perception and expression was statistically different between all age groups, except 3 and 3.5 year-old groups [p<0.05]. There was no statistically difference between mean scores of girls and boys. In addition, a significant positive correlation between mean scores of perception and expression was shown [p=0.001, r=0.896]. The perception and expression abilities are different in 4 age groups. The two picture pointing and picture-naming tests can show these differences. Regardless of rapid development of perception, perception and expression abilities develop in parallel, and the ability of girls and boys shows similar trends
RESUMO
The words to be used as symbolic tools for communication. In the beginning of procedure of language development, children acquire nouns, and frequency of nouns application in this period, is the most of another type of words. With due attention to importance of nouns in procedure of language development, the study was carried out with aim to gathering of norm data for pictorial expression test and determination of expression ability in an Iranian normal Farsi-speaking children. It was a descriptive-analytic and cross-sectional study. 110 normal Farsi-speaking children [54 girls and 56 boys] were selected randomly throughout Arak kindergartens. The pictorial expression test was used in this stud. Mean scores was statistically different between all age groups [2.5, 3, 3.5 and 4] with and without limited 4 seconds response time [P<0.05] except between 3 and 3.5 years-old group. Also, mean scores decreased in all age groups, with limited 4 seconds response time. The expression ability was different in 4 age groups. The picture-naming test could show these differences. Also, the "limited 4 seconds response time" increases difficulty of this test. In addition, mean scores of expression with limited 4 seconds response time, could be used for evaluating of children with various language disorder