Catalogo Articoli (Spogli Riviste)

OPAC HELP

Titolo:
The leading-edge: The significance of sentence disruptions in the development of grammar
Autore:
Rispoli, M; Hadley, P;
Indirizzi:
No Illinois Univ, Dept Commun Disorders, De Kalb, IL 60115 USA No IllinoisUniv De Kalb IL USA 60115 un Disorders, De Kalb, IL 60115 USA
Titolo Testata:
JOURNAL OF SPEECH LANGUAGE AND HEARING RESEARCH
fascicolo: 5, volume: 44, anno: 2001,
pagine: 1131 - 1143
SICI:
1092-4388(200110)44:5<1131:TLTSOS>2.0.ZU;2-P
Fonte:
ISI
Lingua:
ENG
Soggetto:
LINGUISTIC COMPLEXITY; CHILDREN; DISFLUENCY; LENGTH;
Keywords:
language development; sentence disruptions; sentence production;
Tipo documento:
Article
Natura:
Periodico
Settore Disciplinare:
Social & Behavioral Sciences
Citazioni:
22
Recensione:
Indirizzi per estratti:
Indirizzo: Rispoli, M No Illinois Univ, Dept Commun Disorders, 303 Gilbert Hall, De Kalb, IL 60115 USA No Illinois Univ 303 Gilbert Hall De Kalb IL USA 60115 0115 USA
Citazione:
M. Rispoli e P. Hadley, "The leading-edge: The significance of sentence disruptions in the development of grammar", J SPEECH L, 44(5), 2001, pp. 1131-1143

Abstract

This research explored the relationship between sentence disruptions and the length and complexity of sentences spoken by children developing grammar. The study was cross-sectional in design and used samples of naturalistic,conversational interaction between 26 typically developing children (ages 2;6 to 4;0) and a primary caregiver. The active, declarative sentences produced by these children were coded for the presence of disruption, length inmorphemes and words, and clausal complexity. The results showed that, for the majority of the children, disrupted sentences tended to be longer and more complex than fluent sentences. The magnitude of the differences in length and complexity was positively correlated with the children's grammaticaldevelopment, as measured by the Index of Productive Syntax. It was also found that differences between the average complexity of disrupted versus fluent sentences increased with grammatical development even when sentence length was held constant. As grammatical development proceeded, disrupted sentences were more apt to be sentences on the "leading-edge" of the child's production capacity. Although these more advanced grammatical structures are part of the child's grammatical competence, the child cannot produce these sentences without an increased risk of processing difficulty. The results are congruent with proposals concerning the incremental and procedural nature of adult sentence production.

ASDD Area Sistemi Dipartimentali e Documentali, Università di Bologna, Catalogo delle riviste ed altri periodici
Documento generato il 20/01/20 alle ore 07:30:50