Semantic roles and residual grammatical categories in mother and child speech: who tunes into whom?

Retherford, Kristine S.; Schwartz, Bonnie C.; Chapman, Robin S.

doi:10.1017/s0305000900003445

Cited by 34 publications

(20 citation statements)

References 3 publications

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“…This argument is consistent with recent data suggesting that the fine-tuning hypothesis is poorly supported (Retherford et al, 1981). This argument is consistent with recent data suggesting that the fine-tuning hypothesis is poorly supported (Retherford et al, 1981).…”

Section: Discussionsupporting

confidence: 92%

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Maternal speech: strategy or response?

Smolak

Weinraub

1983

J. Child Lang.

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The existing data concerning the effects of maternal speech on child language development are so conflicting that it is difficult to draw even tentative conclusions about this relationship. One potential contributor to this problem is our lack of information concerning the determinants of maternal speech. The present study was designed to separate those elements of maternal speech which are heavily influenced by child language levels from those that seem to represent the mother's consistent style or strategy for 'teaching' language. Syntactic, discourse, and communicative functions of mothers' speech were examined. Mothers of high-and low-level language children were compared when talking to their daughters and to another girl the same age as their daughter. Analysis indicated a striking amount of similarity and consistency in high vs. low mothers' speech to both their daughters and the other child. Those elements of maternal speech that did show differences tended to be features that are fairly easily monitored by mothers or are directly tied to child utterances.

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Section: Discussionsupporting

confidence: 92%

“…This argument is consistent with recent data suggesting that the fine-tuning hypothesis is poorly supported (Retherford et al, 1981). Retherford et al (1981) reported that, by 2 years, mother and child were already well tuned-in to each other. syntactic complexity; MLU; number of semantic categories) on maternal speech.…”

Section: Discussionsupporting

confidence: 92%

Maternal speech: strategy or response?

Smolak

Weinraub

1983

J. Child Lang.

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“…The definitions for 15 semantic roles and five syntactic categories described by Retherford and colleagues (Retherford, Schwartz, & Chapman, 1981) were utilized; these included categories such as agent, action, object, and entity. Affirmations (i.e., concurrence expressed via any mode of communication) and social conventions (e.g, hi, 'bye' [wave]) were also coded.…”

Section: Codingmentioning

confidence: 99%

The effect of aided AAC modeling on the expression of multi-symbol messages by preschoolers who use AAC

Binger

Light

2007

Augmentative and Alternative Communication

154

103

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A single subject, multiple probe design across participants was used to evaluate the impact of using aided AAC modeling to support multi-symbol message production. Five preschoolers (three who used voice output communication systems, two who used non-electronic communication boards) participated in the study. Aided AAC models were provided by pointing to two symbols on the child's aided AAC system and then providing a grammatically complete spoken model while engaging in play activities. Four of the five preschoolers learned to consistently produce multi-symbol messages; the fifth did not demonstrate consistent gains. The four preschoolers who met criterion all evidenced long-term use of symbol combinations and generalized use of symbol combinations to novel play routines. Results, clinical implications, and future research directions are discussed.

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“…Retherford et al . (1981) found that the semantic relations expressed in mother's play with their 2‐ and 3‐year‐old children included the full range of relationships that the children were learning to express, and included about 15% of instances of complex syntax well above their children's levels of production.…”

Section: Introductionmentioning

confidence: 99%

Predictors of parent–child language during novel task play: a comparison between typically developing children and individuals with Down syndrome

Johnson-Glenberg

Chapman

2004

J intellect Disabil Res

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Three questions were asked that explored the linguistic fine-tuning hypothesis and how parents might model language: (i) do parents significantly tune to their children's productive language or non-verbal cognition during play? (ii) is the level of the linguistic tuning different in the Down syndrome (DS) population compared to a typically developing (TD)-match group population? and (iii) do the two populations differ in requests for labels and the scaffolding responses to the requests? In an exploratory play condition, parents of children with DS used a mean length of utterance (MLU) significantly higher than the MLU used by the parents of younger TD children who were matched for MLU. Thus, the DS parents have a higher baseline MLU, but the non-significant correlations in the DS group do not support parental MLU tuning. There was evidence, however, for parental tuning to the children's lexicon using a number of different words when the DS children were at lower and average levels of receptive syntax and non-verbal cognition. In addition, DS and TD parents requested labels for novel toys with the same frequency, perhaps indicating that all groups of parents are still probing and building their children's lexicons. This is an important finding because it may help to explain why adolescents and young adults with DS have vocabulary comprehension skills greater than one would predict from measures of their production and non-verbal cognition.

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Semantic roles and residual grammatical categories in mother and child speech: who tunes into whom?

Cited by 34 publications

References 3 publications

Maternal speech: strategy or response?

Maternal speech: strategy or response?

The effect of aided AAC modeling on the expression of multi-symbol messages by preschoolers who use AAC

Predictors of parent–child language during novel task play: a comparison between typically developing children and individuals with Down syndrome

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