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Reanalysing rote-learned phrases: individual differences in the transition to multi-word speech
1Department of Psychology, University of Nottingham, UK.
Journal of Child Language
|October 1, 1993
Summary
Children
Area of Science:
- Child Language Acquisition
- Developmental Psychology
- Linguistics
Background:
- The relationship between referential-expressive and nominal-pronominal language styles has been previously documented.
- Existing explanations focus on 'object-orientation' or 'noun-preference'.
Purpose of the Study:
- To investigate an alternative explanation for the referential-expressive/nominal-pronominal style relationship.
- To explore whether children's entry into multi-word speech structures explains stylistic variations.
Main Methods:
- Utilized a methodology to differentiate between productive and unanalysed multi-word speech (Lieven, Pine & Dresner-Barnes, 1992).
- Applied this methodology to longitudinal observational and maternal-report data from seven children aged 0;11 to 1;8.
Main Results:
- Children's early word combinations vary based on different routes to multi-word speech.
- A strategy of breaking down unanalysed phrases is common among children, not atypical.
Conclusions:
- Stylistic variations in early child language development can be explained by differing approaches to acquiring multi-word speech.
- All children may employ phrase-decomposition strategies to varying extents.
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