The Syntactic and Semantic Features of Two-Year-Olds' Verb Vocabularies: A Comparison of Typically Developing Children and Late Talkers

Autor/inn/en	Horvath, Sabrina; Rescorla, Leslie; Arunachalam, Sudha
Titel	The Syntactic and Semantic Features of Two-Year-Olds' Verb Vocabularies: A Comparison of Typically Developing Children and Late Talkers
Quelle	In: Journal of Child Language, 46 (2019) 3, S.409-432 (24 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-0009
Schlagwörter	Syntax; Semantics; Toddlers; Verbs; Vocabulary; Comparative Analysis; Child Language; Delayed Speech; Vocabulary Development; Language Impairments; Check Lists; Disability Identification; Screening Tests; Expressive Language; Language Acquisition; Parent Surveys; Language Development Survey + Suchen Sie Ihr Suchwort? Semantik; Infant; Infants; Toddler; Kleinkind; Wortschatz; 'Children''s language'; Kindersprache; Sprachverzögerung; Wortschatzarbeit; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Checkliste; Screening-Verfahren; Sprachaneignung; Spracherwerb
Abstract	Children with language disorders have particular difficulty with verbs, but when this difficulty emerges is unknown. We examined syntactic (transitive, intransitive, ditransitive) and semantic (manner, result) features of two-year-olds' verb vocabularies, contrasting late talkers and typically developing children to look for early differences in verb vocabulary. We conducted a retrospective analysis of parent-reported expressive vocabulary from the Language Development Survey (N = 564, N(LT) = 62) (Rescorla, 1989). Verbs were coded for the presence or absence of each syntactic and semantic feature. Binomial mixed-effects regressions revealed the effect of feature on children's knowledge and whether feature interacted with group classification. Our results revealed mostly similarities between late talkers and typically developing children. All children's vocabularies showed a bias against verbs that occur in ditransitive frames. One feature showed a difference between groups: late talkers showed a bias against manner verbs that typically developing children did not. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01