Hadley Pamela A, Rispoli Matthew, Holt Janet K
Department of Speech and Hearing Science, University of Illinois at Urbana-Champaign.
Illinois Educational Research Council, Southern Illinois University, Edwardsville.
J Speech Lang Hear Res. 2017 Sep 18;60(9):2619-2635. doi: 10.1044/2017_JSLHR-L-17-0008.
This follow-up study examined whether a parent intervention that increased the diversity of lexical noun phrase subjects in parent input and accelerated children's sentence diversity (Hadley et al., 2017) had indirect benefits on tense/agreement (T/A) morphemes in parent input and children's spontaneous speech.
Differences in input variables related to T/A marking were compared for parents who received toy talk instruction and a quasi-control group: input informativeness and full is declaratives. Language growth on tense agreement productivity (TAP) was modeled for 38 children from language samples obtained at 21, 24, 27, and 30 months. Parent input properties following instruction and children's growth in lexical diversity and sentence diversity were examined as predictors of TAP growth.
Instruction increased parent use of full is declaratives (ηp2 ≥ .25) but not input informativeness. Children's sentence diversity was also a significant time-varying predictor of TAP growth. Two input variables, lexical noun phrase subject diversity and full is declaratives, were also significant predictors, even after controlling for children's sentence diversity.
These findings establish a link between children's sentence diversity and the development of T/A morphemes and provide evidence about characteristics of input that facilitate growth in this grammatical system.
本追踪研究考察了一种家长干预措施，即增加家长输入中词汇名词短语主语的多样性并加快儿童句子的多样性（哈德利等人，2017），是否会对家长输入和儿童自发言语中的时态/一致性（T/A）语素产生间接益处。
比较了接受玩具谈话指导的家长和一个准对照组在与T/A标记相关的输入变量上的差异：输入信息性和完整陈述句。对38名儿童在21、24、27和30个月时获得的语言样本进行时态一致性产出（TAP）的语言发展建模。将指导后的家长输入属性以及儿童在词汇多样性和句子多样性方面的发展作为TAP发展的预测指标进行考察。
指导增加了家长对完整陈述句的使用（ηp2≥.25），但没有增加输入信息性。儿童的句子多样性也是TAP发展的一个显著的随时间变化的预测指标。即使在控制了儿童的句子多样性之后，两个输入变量，即词汇名词短语主语多样性和完整陈述句，也是显著的预测指标。
这些发现建立了儿童句子多样性与T/A语素发展之间的联系，并提供了关于促进这一语法系统发展的输入特征的证据。
