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Autor/inn/en | Stolt, Suvi; Matomaki, Jaakko; Haataja, Leena; Lapinleimu, Helena; Lehtonen, Liisa |
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Titel | The Emergence of Grammar in Very-Low-Birth-Weight Finnish Children at Two Years of Age |
Quelle | In: Journal of Child Language, 40 (2013) 2, S.336-357 (22 Seiten)
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Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0305-0009 |
DOI | 10.1017/S0305000911000456 |
Schlagwörter | Foreign Countries; Body Weight; Grammar; Language Acquisition; Comparative Analysis; Vocabulary Development; Finno Ugric Languages; Premature Infants; Toddlers; Finland |
Abstract | It is not well understood how grammar emerges in very-low-birth-weight (VLBW) children. The main aim of the present study was to gain information on the emergence of grammar in this group at 2; 0. The Finnish version of the Communicative Development Inventory was used to collect data from VLBW children ("N" = 156) and full-term controls ("N" = 146). At a group level, the grammatical skills of the VLBW children were significantly weaker than those of the controls. However, when the effect of lexicon size and premature birth on the emergence of grammar was analyzed in detail, few significant differences were found between the groups. The results suggest that even though grammar emerges more slowly for the VLBW children, it emerges in a manner comparable to that of the controls, when the effect of lexicon size is taken into consideration. [The members of the PIPARI study group, who contributed to this article, include Mikael Ekblad, Satu Ekblad, Eeva Ekholm, Leena Haataja, Mira Huhtala, Pentti Kero, Jarkko Kirjavainen, Riikka Korja, Harry Kujari, Helena Lapinleimu, Liisa Lehtonen, Marika Leppanen, Hanna Manninen, Jaakko Matomaki, Jonna Maunu, Petriina Munck, Pekka Niemi, Pertti Palo, Riitta Parkkola, Jorma Piha, Annika Lind, Liisi Rautava, Paivi Rautava, Hellevi Rikalainen, Katriina Saarinen, Elina Savonlahti, Matti Sillanpaa, Suvi Stolt, Anniina Valiaho, Paivi Tuomikoski-Koiranen, Milla Ylijoki and Tuula Aarimaa.] (As Provided). |
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Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |