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Parent Input Subject Diversity Accelerates Children’s Early Sentence Growth |
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Pamela Hadley - University of Illinois at Urbana-Champaign
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Matthew Rispoli - University of Illinois at Urbana-Champaign
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Janet Holt - Southern Illinois University - Edwardsville
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Theodora Papastratakos - University of Illinois at Urbana-Champaign
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Ning Hsu - University of Illinois at Urbana-Champaign
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| SRCLD Year: |
2015 |
| Presentation Type: |
Special Session |
| Presentation Time: |
(na) |
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To develop more effective early grammatical interventions, a better understanding of how children’s learning mechanisms operate on authentic parent input is needed. We hypothesized that parent input sentences with diverse lexical noun phrase (NP) subjects would accelerate children’s early sentence diversity. Treatment group parents (n=19) were instructed in responsive interaction strategies (Manolson et al., 2007; Pepper & Weitzman, 2004) and language modeling strategies designed specifically to increase lexical noun phrase (NP) subjects (e.g., The nose fits.) when their children were between 21- and 24-months old. Growth in children’s third person sentence diversity was modeled from 21 to 30 months. The parent treatment group substantially increased input sentences with both lexical NP subject tokens and types (?p2 > .45) compared to the parent control group. Significant group differences were also apparent for quadratic acceleration in children’s sentence diversity. These findings demonstrate the feasibility of using relatively simple strategies to alter grammatical properties of parent language input and the effects of these strategies on children’s early grammatical growth. Funding: NICHD R21 HD071316 |
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