Short-term syntax learning and generalization effects

Hughes, Diana; Carpenter, Robert L.

doi:10.1177/026565908900500207

Cited by 5 publications

(2 citation statements)

References 11 publications

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“…The remaining 4 children had two finite morphemes as goals. Although both the auxiliary and copula is were goals for children in some of the strategies when others had only copula, there are numerous reports of generalization from the copula to auxiliary is and vice versa (Hegde, 1980;Hegde, Noll, & Pecora, 1979;Hughes & Carpenter, 1985;Leonard, 1974). Because goals were primarily copula and auxiliary is, past tense -ed, and 3SR, morphophonemic targets consisted of clusters such as /ts, ks, bz, nz, dz, pt, st, ft, bd, nd, zd, mpt/.…”

Section: Language Goalsmentioning

confidence: 99%

Outcomes of Different Speech and Language Goal Attack Strategies

Tyler

Lewis

Haskill

et al. 2003

J Speech Lang Hear Res

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The purpose of this study was to assess phonological and morphosyntactic change in children with co-occurring speech and language impairments using different goal attack strategies. Participants included 47 preschoolers, ages 3;0 (years;months) to 5;11, with impairments in both speech and language: 40 children in the experimental group and 7 in a no-treatment control group. Children in the experimental group were assigned at random to each of 4 different goal attack strategies: (a) in the phonology first condition, children received a 12-week block of phonological intervention followed by 12 weeks of work on morphosyntax; (b) the morphosyntax first condition was the same as phonology first, with the order of interventions reversed; (c) the alternating condition involved intervention on phonology and morphosyntax goals that alternated domains weekly; and (d) the simultaneous condition addressed phonological and morphosyntactic goals each session. Data were collected pretreatment, after the first intervention block, and posttreatment (after 24 weeks). For the control group, data were collected at the beginning and end of a period equivalent to 1 intervention block. Change in a finite morpheme composite and target generalization phoneme composite was assessed. Results showed that morphosyntactic change was greatest for children receiving the alternating strategy after 24 weeks of intervention. No single goal attack strategy was superior in facilitating gains in phonological performance. These results provide preliminary evidence that alternating phonological and morphosyntactic goals may be preferable when children have co-occurring deficits in these domains; further research regarding cross-domain intervention outcomes is necessary.

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Section: Language Goalsmentioning

confidence: 99%

Outcomes of Different Speech and Language Goal Attack Strategies

Tyler

Lewis

Haskill

et al. 2003

J Speech Lang Hear Res

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“…Kearns & Salmon, 1984), language-impaired children (e.g. Hughes & Carpenter, 1989), or specific language-disordered children (Yoder, 1989). There is, however, one correlational study of children developing normally (Yoder & Kaiser, 1989) which measured the number of child utterances containing a copula.…”

Section: Similarities Between the Copula And Auxiliarymentioning

confidence: 99%

Environmental correlates of child copula verb growth

Richards

Robinson

1993

J. Child Lang.

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A recurring result from studies which relate the frequency of input variables to rate of language development, is the link between auxiliary verb growth and yes—no questions addressed to children. Explanations for this relationship usually concentrate on the advantages of hearing stressed and non-contracted auxiliary forms in sentence-initial position over hearing unstressed, contracted forms in medial position in declaratives. If such accounts are correct, then it can be predicted that yes—no questions which place forms of COPULA be in initial position will also increase the rate of growth of children's COPULA verb development. This prediction was tested using a sample of 33 children, carefully matched for stage of language development at 1;9 and 2;0 years; rate of copula verb growth was then measured over the succeeding nine months. Analyses include an examination of the contribution of sub-categories of yes—no question, tag questions, and utterances containing sentence-final copulas to the growth of contracted and full copulas. Results confirm that the frequency of inverted copulas in yes—no questions predicts children's copula development. Nevertheless, caution is urged before interpreting the relationship in terms of a direct causal model.

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Tense and Agreement in the Speech of Children With Specific Language Impairment

Leonard

Camarata

Brown

et al. 2004

J Speech Lang Hear Res

108

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Thirty-one children with specific language impairment participated in 48 intervention sessions designed to assist them in the use of 3rd-person singular -s or auxiliary is/are/was. Gains in the use of these target forms were significantly greater than gains on developmentally comparable morphemes serving as control forms. Untreated verb forms that mark both tense and agreement showed greater change during the intervention period than did past -ed. The findings suggest that by gaining skill in the use of morphemes that mark both tense and agreement, the children were able to identify and acquire other morphemes in the language that mark both of these features. This increase in sensitivity did not appear to apply to forms in the language that express tense only.

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Short-term syntax learning and generalization effects

Cited by 5 publications

References 11 publications

Outcomes of Different Speech and Language Goal Attack Strategies

Outcomes of Different Speech and Language Goal Attack Strategies

Environmental correlates of child copula verb growth

Tense and Agreement in the Speech of Children With Specific Language Impairment

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