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Social Linguistic Determinants of Language Development and Delay (Parent-Child Interaction, Verbal Behavior, Preschool Language).

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Social Linguistic Determinants of Language Development and Delay (Parent-Child Interaction, Verbal Behavior, Preschool Language)./
作者:	Falco, Francine L.
面頁冊數:	1 online resource (143 pages)
附註:	Source: Dissertations Abstracts International, Volume: 47-07, Section: B.
Contained By:	Dissertations Abstracts International47-07B.
標題:	Developmental psychology. -
電子資源:	click for full text (PQDT)
ISBN:	9798206277197

Social Linguistic Determinants of Language Development and Delay (Parent-Child Interaction, Verbal Behavior, Preschool Language).
Falco, Francine L.

Social Linguistic Determinants of Language Development and Delay (Parent-Child Interaction, Verbal Behavior, Preschool Language). - 1 online resource (143 pages)

Source: Dissertations Abstracts International, Volume: 47-07, Section: B.

Thesis (Ph.D.)--State University of New York at Stony Brook, 1986.

Includes bibliographical references

The present research investigated the role of the social linguistic environment in children's language development. Study one examined whether language development could be facilitated by varying children's home linguisitic environment. Preschool children with normal language were assigned randomly to either a no-treatment control group or an experimental group in which parents were instructed to alter the frequency and timing of various aspects of their child directed verbal behavior while reading picture books with their child. Parents in the experimental group, consistent with treatment instructions, engaged in a pattern of behavior that was characterized by a high frequency of requests for information from the child and which provided feedback contingent upon the child's language behavior. This style of parent-child verbal interaction was related to advances in children's language as measured by comparison with the control group on various standardized language tests and samples of child language at home. Study two examined if the intervention procedures used with normal children applied to children whose language acquisition is delayed. The particular language problem that was the focus of this project was specific expressive language delay (ELD). ELD children received a treatment identical to that given to normal experimental subjects in the previously discussed study. To answer the question of treatment efficacy, comparisons were made of ELD parent child verbal interactions collected during a storytime baseline period and post treatment. Results indicated that concurrent with the introduction of treatment there was a progressive increase in the frequency of child words and phrases. It is important to note though, that because this design was confounded with the passage of time causal inferences regarding the effects of treatment were not permitted. Discussion focuses on the social interactional processes involved in child language development.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798206277197Subjects--Topical Terms:

557458
Developmental psychology.
Index Terms--Genre/Form:

554714
Electronic books.

Social Linguistic Determinants of Language Development and Delay (Parent-Child Interaction, Verbal Behavior, Preschool Language).
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245 1 0 $a Social Linguistic Determinants of Language Development and Delay (Parent-Child Interaction, Verbal Behavior, Preschool Language).
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500 $a Source: Dissertations Abstracts International, Volume: 47-07, Section: B.
500 $a Publisher info.: Dissertation/Thesis.
502 $a Thesis (Ph.D.)--State University of New York at Stony Brook, 1986.
504 $a Includes bibliographical references
520 $a The present research investigated the role of the social linguistic environment in children's language development. Study one examined whether language development could be facilitated by varying children's home linguisitic environment. Preschool children with normal language were assigned randomly to either a no-treatment control group or an experimental group in which parents were instructed to alter the frequency and timing of various aspects of their child directed verbal behavior while reading picture books with their child. Parents in the experimental group, consistent with treatment instructions, engaged in a pattern of behavior that was characterized by a high frequency of requests for information from the child and which provided feedback contingent upon the child's language behavior. This style of parent-child verbal interaction was related to advances in children's language as measured by comparison with the control group on various standardized language tests and samples of child language at home. Study two examined if the intervention procedures used with normal children applied to children whose language acquisition is delayed. The particular language problem that was the focus of this project was specific expressive language delay (ELD). ELD children received a treatment identical to that given to normal experimental subjects in the previously discussed study. To answer the question of treatment efficacy, comparisons were made of ELD parent child verbal interactions collected during a storytime baseline period and post treatment. Results indicated that concurrent with the introduction of treatment there was a progressive increase in the frequency of child words and phrases. It is important to note though, that because this design was confounded with the passage of time causal inferences regarding the effects of treatment were not permitted. Discussion focuses on the social interactional processes involved in child language development.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2024
538 $a Mode of access: World Wide Web
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690 $a 0620
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710 2 $a State University of New York at Stony Brook. $3 1184540
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