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Title:Understanding Contributors to Input Informativeness for Tense Marking: Overlap among English Typology, Parent-Toddler Interaction Style, and Register
Author(s):Fitzgerald, Colleen E.
Advisor(s):Hadley, Pamela A.
Department / Program:Speech & Hearing Science
Discipline:Speech & Hearing Science
Degree Granting Institution:University of Illinois at Urbana-Champaign
Degree:M.A.
Genre:Thesis
Subject(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.
Issue Date:2011-01-14
URI:http://hdl.handle.net/2142/18389
Rights Information:Copyright 2010 Colleen E. Fitzgerald
Date Available in IDEALS:2011-01-14
Date Deposited:December 2


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