EFFECTS OF INPUT MANIPULATION ON GRAMMATICAL ACQUISITION

输入操作对语法习得的影响

• 批准号: 2126858
• 负责人: Marc E. Fey
• 金额: $ 13.19万
• 依托单位: UNIVERSITY OF KANSAS MEDICAL CENTER
• 依托单位国家: 美国
• 财政年份: 1993
• 资助国家: 美国
• 起止时间: 1993-09-01 至 1997-08-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/2126858
• 关键词: human data; human subject; language development; language disorders; performance; preschool child (1-5); psycholinguistics; stimulus /response; verbal learning

DESCRIPTION: (Adapted From The Investigator's Abstract) Specific language- impaired (SLI) children display inordinate difficulties learning language in the relative absence of behavioral, neurological, oral-motor, cognitive, or sensory deficits. One area of language acquisition that is especially problematic for these children is grammatical morphology, including auxiliary verbs, for example is and will, an inflections, for example the past tense -ed and the third person singular -s in walks. SLI children's difficulty with grammatical morphology persists even though they are reared in environments where language interactions are similar to those of normally-developing (ND) children. These children are at significant risk for communicative difficulties throughout the school years and across the life span which affect areas of life functioning associated with communication, such as academic and social development. The aim of this proposal is to obtain a better understanding of how SLI children benefit from the language in their environment. The specific questions concern whether SLI children utilize linguistic input as efficiently and to the same extent as younger ND children with similar language skills. To examine these questions, two groups of SLI and younger ND children will participate in an enrichment program in which dense concentrations of two auxiliary verb, is and will, will be presented in yes-no questions. SLI and ND control groups will not receive more frequent examples of auxiliaries. After a two-month experimental period, the children's language productions will be monitored for an additional six months to determine if broader changes in the children's grammatical systems occur. Evaluation of the effects of the enrichment program across time will provide important insights into the nature of specific language impairment and the role of input in the acquisition of grammar. The research asks: Does concentrated exposure of is and will facilitate the SLI children's acquisition of these auxiliaries? Does concentrated exposure of is and will foster SLI children's acquisition of other auxiliaries (for example, can, might, should, was, are)? Does concentrated exposure of is and will foster SLI children's acquisition of non-auxiliary grammatical form that are theoretically related to auxiliaries (for example, obligatory usage of sentence subjects, nominative case marking of subject pronouns, third person singulars)? Do the patterns of learning for the SLI children differ from those of ND children at any of the three levels?

描述：（改编自研究者的摘要）具体 语言障碍（SLI）儿童表现出异常困难 在相对缺乏行为、神经、 口腔运动、认知或感觉缺陷。 某一语言领域 对这些孩子来说特别有问题的习得是 语法形态，包括助动词，例如 is 和 will，词形变化，例如过去时 -ed 和第三个 步行中的人称单数-s。 SLI儿童的语法困难 即使它们是在以下环境中饲养的，形态仍然存在 语言互动与正常发育（ND）的语言互动相似 孩子们。 这些孩子面临着严重的沟通风险 整个学年和一生中的困难 影响与沟通相关的生活功能领域，例如 学术和社会发展。 该提案的目的是更好地了解 SLI 如何 孩子们从他们环境中的语言中受益。具体的 问题涉及 SLI 儿童是否将语言输入作为 与具有类似症状的年幼 ND 儿童一样有效且程度相同 语言能力。 为了研究这些问题，两组 SLI 和 年幼的 ND 儿童将参加一项强化计划，其中 两个助动词 is 和 will 的密集集中 以是非问题的形式提出。 SLI 和 ND 对照组不会 接收更频繁的助动词示例。 两个月后 实验期间，孩子们的语言作品将 额外监测六个月以确定是否有更广泛的变化 在儿童的语法系统中发生。 效果评估 跨时间的丰富计划将提供重要的见解 了解特定语言障碍的性质和输入的作用 在语法的习得中。 研究询问：集中接触是否会并且将会促进 SLI小孩子习得了这些辅助工具？ 是否集中 接触现在并将促进 SLI 儿童获得其他能力 助动词（例如 can、might、should、was、are）？ 做 集中接触现在并将促进 SLI 儿童的习得 理论上相关的非辅助语法形式 助动词（例如，句子主语的强制使用， 主格代词的主格标记，第三人称单数）？ SLI 儿童的学习模式与其他儿童的学习模式有何不同？ ND 儿童处于三个级别中的任何一个？