Understanding Contributors to Input Informativeness for Tense Marking: Overlap among English Typology, Parent-Toddler Interaction Style, and Register
Fitzgerald, Colleen E.
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https://hdl.handle.net/2142/18389
Description
Title
Understanding Contributors to Input Informativeness for Tense Marking: Overlap among English Typology, Parent-Toddler Interaction Style, and Register
Author(s)
Fitzgerald, Colleen E.
Issue Date
2011-01-14T22:48:51Z
Director of Research (if dissertation) or Advisor (if thesis)
Hadley, Pamela A.
Department of Study
Speech & Hearing Science
Discipline
Speech & Hearing Science
Degree Granting Institution
University of Illinois at Urbana-Champaign
Degree Name
M.A.
Degree Level
Thesis
Keyword(s)
morphosyntax
Grammar
input informativeness
tense
acquisition
Abstract
Purpose: The purpose of this study was to better understand the contributors to input informativeness for tense marking, a predictor of child tense marking productivity (Hadley, Rispoli, Fitzgerald and Bahnsen, in press). The contributors explored were parent-toddler interaction style, register, and constraints of English verb typology. Method: The participants were 15 parent-toddler dyads. Language samples were collected when the children were 21 months of age. Verbs in child-directed speech were coded for linguistic form (e.g., imperative, modal, copula, etc.). The communicative function of utterances and the form of questions directed toward children were also coded. Results: Copula was the most frequent verb form rewarding a +Tense grammar while imperatives were the most frequent verb form rewarding a –Tense grammar. Directives, other-focused descriptives and use of reduced questions were the three variables that overlapped most with input informativeness. Conclusions: Understanding how parent-toddler interaction style overlaps with informativeness has implications for family-focused clinical interventions designed to modify characteristics of parents’ child-directed speech.
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