Are Some Parents' Interaction Styles Associated with Richer Grammatical Input?

Autor/inn/en	Fitzgerald, Colleen E.; Hadley, Pamela A.; Rispoli, Matthew
Titel	Are Some Parents' Interaction Styles Associated with Richer Grammatical Input?
Quelle	In: American Journal of Speech-Language Pathology, 22 (2013) 3, S.476-488 (13 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1058-0360
DOI	10.1044/1058-0360(2012/11-0111)
Schlagwörter	Parent Child Relationship; Interaction; Morphemes; Grammar; Linguistic Input; Parents; Toddlers; Interpersonal Communication; Individual Characteristics; Questioning Techniques; Verbs; English; Illinois; MacArthur Communicative Development Inventory + Suchen Sie Ihr Suchwort? Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Interaktion; Morphem; Grammatik; Sprachbildung; Eltern; Infant; Infants; Toddler; Kleinkind; Interpersonale Kommunikation; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Befragungstechnik; Fragetechnik; English language; Englisch
Abstract	Purpose: Evidence for tense marking in child-directed speech varies both across languages (Guasti, 2002; Legate & Yang, 2007) and across speakers of a single language (Hadley, Rispoli, Fitzgerald, & Bahnsen, 2011). The purpose of this study was to understand how parent interaction styles and register use overlap with the tense-marking properties of child-directed speech. This study investigated how parent interaction style, measured by utterance function, and parent register use when asking questions interacted with verb forms in child-directed input to identify interaction styles associated with the richest grammatical input. Method: Participants were 15 parent-toddler dyads. The communicative function of parent utterances and the form of their questions were coded from language samples of parent-child play when children were 21 months of age. Verbs were coded for linguistic form (e.g., imperative, modal, copula). Results: Directives and reduced questions were both negatively related to input informativeness (i.e., the proportion of unambiguous evidence for tense). Other-focused descriptives were positively related to input informativeness. Conclusion: Predictable overlap existed between the characteristics of parents' interaction styles and register use and their input informativeness. An other-focused descriptive style most strongly related to richer evidence for the +Tense grammar of English. (Contains 4 tables and 3 footnotes.) (As Provided).
Anmerkungen	American Speech-Language-Hearing Association (ASHA). 10801 Rockville Pike, Rockville, MD 20852. Tel: 800-638-8255; Fax: 301-571-0457; e-mail: subscribe@asha.org; Web site: http://ajslp.asha.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10