Log in

Relevant bibliographies by topics / Language in child development / Dissertations / Theses

To see the other types of publications on this topic, follow the link: Language in child development.

Dissertations / Theses on the topic 'Language in child development'

Author: Grafiati

Published: 4 June 2021

Last updated: 9 February 2022

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the top 50 dissertations / theses for your research on the topic 'Language in child development.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.

1

Salley, Brenda J., and Wallace E. Jr Dixon. "Temperamental and Joint Attentional Predictors of Language Development." Digital Commons @ East Tennessee State University, 2007. https://dc.etsu.edu/etsu-works/4898.

Full text

Abstract:

Individual differences in child temperament have been associated with individual differences in language development. Similarly, relationships have been reported between early nonverbal social communication (joint attention) and both temperament and language. The present study examined whether individual differences in joint attention might mediate temperament-language relationships. Temperament, language, and joint attention were assessed in 51 21-month-olds. Results indicated an inverse relationship between aspects of temperamental difficulty, including low executive control and high negative affect, and language development. Temperamental aspects of negative affect were also inversely predictive of joint attention. However, the utility of a model in which joint attention mediates the relationship between temperament and language during the second year was not supported.

APA, Harvard, Vancouver, ISO, and other styles

2

Nix, Meghan. "The Relationship between Parental Stress, Parent-child Interaction Quality, and Child Language Outcomes." Digital Archive @ GSU, 2013. http://digitalarchive.gsu.edu/iph_theses/279.

Full text

Abstract:

Language skills developed in early childhood are important for literacy and communication in childhood as well as future adult literacy skills and health. Certain demographic characteristics and parent-child interaction skills have been identified through previous research as being influential in child language development. Parental stress has also been associated with child language outcomes. This study aims to explore whether parents’ interactive relational skills, measured by an observational method, are significantly related to children’s verbal outcome, while controlling for demographic variables and parental stress. Participants included mothers of children aged 4-6 who completed measures of parental interaction quality, parental stress, and demographic characteristics. Their children competed a language skill measure. Results indicated that even when controlling for demographic variables and parental stress, the relationship between parent-child interaction quality and child language outcomes remained significant. These findings suggest that increasing positive parent-child interaction skills may be beneficial for increasing children’s language skills.

APA, Harvard, Vancouver, ISO, and other styles

3

Swift, Mary Diane. "The development of temporal reference in Inuktitut child language." Digital version:, 2000. http://wwwlib.umi.com/cr/utexas/fullcit?p9992920.

Full text

APA, Harvard, Vancouver, ISO, and other styles

4

Scoville, Christine Beate. "Noun Clauses in Clinical Child Language Samples." BYU ScholarsArchive, 2012. https://scholarsarchive.byu.edu/etd/3545.

Full text

Abstract:

Noun clauses are grammatical constructions that are of relevance both to typical language development and impaired language development. These clauses have been part of published techniques for the clinical analysis of language samples, and computer software for the automated analysis of clinical language samples has attempted to identify noun clauses, with limited success. The present study examined the development and clinical use of noun clauses as well as the automated identification of these clauses. Two sets of language samples were examined. One set consisted of 10 children with specific language impairment (SLI) whose age ranged from 7;6 to 11;1 (years;months), 10 peers matched for language development equivalence, and 10 peers matched for chronological age. The second set of samples were from 30 children considered to be typically developing, who ranged in age from 2;6 to 7;11. Language sample utterances were manually coded for the presence of noun clauses (including wh- noun clauses, that- noun clauses, and gerunds.) Samples were then automatically tagged using software. Results were tabulated and compared for accuracy. ANCOVA revealed that differences in the frequencies of WH-infinitive noun clauses and gerunds were significant between the matched groups. "Zero that clauses" (that-noun clauses containing no subordinator that) and gerunds were significantly correlated with age. Kappa levels revealed that agreement between manual and automated coding was high on WH-infinitive clauses, gerunds, and finite wh-noun clauses.

APA, Harvard, Vancouver, ISO, and other styles

5

Abidi, Syed Sibte Raza. "A connectionist simulation : towards a model of child language development." Thesis, University of Surrey, 1994. http://epubs.surrey.ac.uk/795815/.

Full text

APA, Harvard, Vancouver, ISO, and other styles

6

Moore, Chesney C. "Causes of the noun bias in early vocabulary development." Diss., Columbia, Mo. : University of Missouri-Columbia, 2008. http://hdl.handle.net/10355/5749.

Full text

Abstract:

Thesis (M.H.S.)--University of Missouri-Columbia, 2008.
The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. "May 2008" Includes bibliographical references.

APA, Harvard, Vancouver, ISO, and other styles

7

Fong, Chung-man. "The development of functional categories in early Cantonese speaking child language." Click to view the E-thesis via HKUTO, 2001. http://sunzi.lib.hku.hk/hkuto/record/B36207871.

Full text

Abstract:

Thesis (B. Sc.)--University of Hong Kong, 2001.
"A dissertation submitted in partial fulfilment of the requirements for the Bachelor of Science (Speech and Hearing Sciences). The University of Hong Kong, May 4, 2001." Also available in print.

APA, Harvard, Vancouver, ISO, and other styles

8

Lai, Yee-king Regine. "Language mixing in an English-Cantonese bilingual child with uneven development." Click to view the E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B3579379X.

Full text

APA, Harvard, Vancouver, ISO, and other styles

9

Lai, Yee-king Regine, and 黎爾敬. "Language mixing in an English-Cantonese bilingual child with uneven development." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B3579379X.

Full text

APA, Harvard, Vancouver, ISO, and other styles

10

Dixon, Wallace E. Jr, Natasha B. Gouge, Jaima S. Price, and Lauren P. Driggers-Jones. "Household Income Moderates the Relationship Between Temperament and Language Development." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/4909.

Full text

APA, Harvard, Vancouver, ISO, and other styles

11

Fortner, Leslie. "The noun bias in vocabulary development : the role of parental input and children's biases /." Free to MU Campus, others may purchase, 2005. http://wwwlib.umi.com/cr/mo/fullcit?p1429781.

Full text

APA, Harvard, Vancouver, ISO, and other styles

12

Matsui, Shiro. "The relevance of the native language in foreign language acquisition : the critical period hypothesis for foreign language pronunciation /." Digital version accessible at:, 2000. http://wwwlib.umi.com/cr/utexas/main.

Full text

APA, Harvard, Vancouver, ISO, and other styles

13

Riley, Jeffrey Keith. "The relationship of comprehension and production : a study of a nonverbal child." Thesis, University of British Columbia, 1987. http://hdl.handle.net/2429/26521.

Full text

Abstract:

This research examines whether a seven-year-old nonverbal boy's comprehension of syntax develops at an accelerated rate following the introduction of speech output through a portable speech synthesizer (VOIS 135). The study was motivated by (1) a general lack of agreement about the relationship of comprehension and production in language acquisition, (2) some child language investigators' claims that--at certain points during the development of language--production precedes and influences comprehension, and (3) the natural experimental condition provided by a nonverbal child who is suddenly given the ability to 'speak' with the help of a portable speech synthesizer. At the beginning of the research period, the child's sentence comprehension was thoroughly assessed with standard and special purpose tests. His production was assessed through analysis of videotaped interactions. The child was then trained to use the synthetic speech device (VOIS 135) over an eight month period. At the end of this period testing of both comprehension and production was repeated to provide a measurement of language growth in each performance mode. The child demonstrated comprehension of concatenated structures and clefts at the end of the research period; this represented a developmental leap from the beginning of the research period when he understood only much simpler structures. During the eight month study, development of comprehension on the lexical level came to an apparent halt. Production results indicated that the child experienced a definite expansion in productive vocabulary and length of utterance during the research period. Observations indicated that the child's pragmatic and discourse skills improved markedly with his use of the speech output device. Factors which might account for developments (or lack of development as in the case of lexical comprehension) are discussed. Clinical implications of improvements in pragmatic and discourse skills through the use of the device are considered along with methodological suggestions for using this study as a pilot for larger research. Conclusions are that: (1) use of the speech synthesizer led the child to listen to utterances as structural wholes; (2) the child became a more active and independent partner in the communication exchange; (3) synthetic speech garnered the child more attention and more opportunities for interaction; (4) synthetic speech gave the subject access to a greater range of communication partners. While the comprehension-production results are interesting, i.e. the child was able to understand structures at a level of unanticipated complexity after being trained to use the speech device, these results do not elucidate the nature of the comprehension-production relationship. Difficulties in interpreting the results of this study underline the need for a coherent theory relating comprehension and production in language development.
Medicine, Faculty of
Audiology and Speech Sciences, School of
Graduate

APA, Harvard, Vancouver, ISO, and other styles

14

Pickerill, Roy Thomas Alan. "A critical evaluation of recent research into semantic development in child language." Master's thesis, University of Cape Town, 1988. http://hdl.handle.net/11427/17107.

Full text

Abstract:

Bibliography: pages 166-172.
This study examines critically recent research in the area of child language development, with an emphasis on research into semantic development. Various research articles, in particular, are analysed, with particular attention being given to experimental studies. In addition, research into language development in the naturalistic mode is discussed. The validity of research into language development in experimental contexts is questioned. Specific methods employed in experimental studies of language development are discussed critically. These methods are contrasted with methods used in a number of naturalistic studies. Recent research into semantic development is placed in the perspective of the study of semantics as a whole. The principal finding of this study is that research into language development in artificial experimental settings does not allow for valid conclusions to be drawn. Naturalistic studies are preferred in that they allow for language development, and semantic development in particular, to be placed in the context of overall child development. Language development is not able to be abstracted, for research purposes, from the totality of human development. Semantic development is viewed as a continuous process, lasting well into adulthood. The importance of the study of semantic development as part of semantics is emphasised.

APA, Harvard, Vancouver, ISO, and other styles

15

Sealey, Linda Rae. "Effects of language sampling task on language production in children with typical development." Oklahoma City : [s.n.], 2008.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

16

ANDRADE, FABIOLA GABRIEL DE. "THE ROLE OF MATERNAL SPEECH IN THE PROCESS OF CHILD LANGUAGE DEVELOPMENT." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2018. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=35822@1.

Full text

Abstract:

PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO
COORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIOR
FUNDAÇÃO DE APOIO À PESQUISA DO ESTADO DO RIO DE JANEIRO
PROGRAMA DE SUPORTE À PÓS-GRADUAÇÃO DE INSTS. DE ENSINO
BOLSA NOTA 10
Assumindo uma perspectiva interacionista do desenvolvimento, acredita-se que no processo de aquisição e desenvolvimento da linguagem, biologia, natureza e cultura não podem ser consideradas como elementos separados dentro do desenvolvimento humano. Sendo assim, pressupõe-se que o contato com membros da sua comunidade linguística e, principalmente, a figura materna, são de fundamental importância para o desenvolvimento da linguagem infantil. O presente estudo longitudinal buscou investigar, a partir de aspectos sintáticos e semânticos, qual o papel da fala materna nesse processo. Para isso, participaram quatro díades mãe-bebê – uma menina e três meninos – que foram filmados uma vez por semana, durante quarenta minutos. A fala materna foi transcrita e analisada, bem como o desenvolvimento da linguagem do bebê, que foi medido através do MacArthur Inventary of Communicative Abilities (Inventário do desenvolvimento de habilidades comunicativas). Com os resultados, foram observadas algumas semelhanças e distinções entre as díades. Houve o predomínio de emissões maternas afirmativas para as quatro díades estudadas. As emissões negativas foram as que menos apareceram na fala materna. Sobre os aspectos semânticos, identificou-se o predomínio da fala materna relacionada ao contexto, seguida pela fala relacionada à criança e, por último, a fala relacionada à díade, em todas as díades observadas. Ademais, houve um aumento significativo no número de palavras produzidas pelas crianças participantes ao longo dos seis meses. Acredita-se que esse estudo possa colaborar e acrescentar na literatura referente ao desenvolvimento da linguagem infantil e, principalmente, contribuir com dados do contexto brasileiro sobre o papel da fala materna nesse processo.
Assuming an interactionist perspective of development, it is believed that in the process of acquisition and development of language, biology, nature and culture can not be considered as separate elements within human development. Thus, it is assumed that the contact with members of their linguistic community and, especially, the maternal figure, are of fundamental importance for the development of children s language. The present longitudinal study sought to investigate, from syntactic and semantic aspects, the role of maternal speech in this process. For this, four mother-baby dyads - one girl and three boys - were filmed once a week for forty minutes. The maternal speech was transcribed and analyzed, as well as the development of the baby s language, which was measured through the MacArthur Inventary of Communicative Abilities. With the results, some similarities and distinctions between the dyads were observed. There was a predominance of affirmative maternal emissions for the four dyads studied. Negative emissions were the ones that least appeared in maternal speech. On the semantic aspects, we identified the predominance of maternal speech related to the context, followed by speech related to the child and, finally, the speech related to the dyad, in all the dyads observed. In addition, there was a significant increase in the number of words produced by the participating children over the six months. It is believed that this study can collaborate and add in the literature regarding the development of children s language and, mainly, contribute with data from the Brazilian context on the role of maternal speech in this process.

APA, Harvard, Vancouver, ISO, and other styles

17

Weith, Jordan F. "Maternal Teaching Styles and Child Language Development in Young Puerto Rican Families." Kent State University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=kent158680140051001.

Full text

APA, Harvard, Vancouver, ISO, and other styles

18

Finnegan, Sarah. "Fostering language development through parent-child play interactions : an application of VIG." Thesis, Queen's University Belfast, 2016. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.706677.

Full text

APA, Harvard, Vancouver, ISO, and other styles

19

Bryan, Sarah Catherine. "Between-word assimilation and syntax in child language development : a case study." Thesis, University of Sheffield, 2012. http://etheses.whiterose.ac.uk/2811/.

Full text

Abstract:

Previous developmental research has shown that interactions exist between the emergence of connected speech processes and the acquisition of syntax. This study is the first to have investigated these interactions in detail, using a dense data corpus collected for one child, Thomas, over a two-year period, from the age of two to four years. Investigations focused on the emergence of between-word assimilation in constructions containing the auxiliary verbs can and can’t. The methods of research included impressionistic phonetic transcription, quantitative syntactic measures and qualitative syntactic analysis. The results showed striking parallels between advances in Thomas’s syntactic development and the establishment of between-word assimilation as a phonological phenomenon in his speech. It appears that the development of assimilation as a connected speech process (CSP) was directly dependent on Thomas’s acquisition of those constructions which provide potential phonetic environments for assimilation to occur. A clear developmental trajectory for the acquisition of assimilation in constructions containing can and can’t was found. This trajectory can be expressed as a phase model, comprising assimilation emergence, establishment and reduction phases. The impact of maternal input on Thomas’s assimilation was also investigated. It was found that cumulative exposure to assimilation over time was important in Thomas’s acquisition of assimilation. Thomas’s developmental patterns of assimilation and syntax are interpreted within the framework of a usage-based, constructivist approach to language acquisition.

APA, Harvard, Vancouver, ISO, and other styles

20

Baig, Fatima. "Investigating the motivations of parents choosing language immersion education for their child." Diss., University of Iowa, 2011. https://ir.uiowa.edu/etd/921.

Full text

Abstract:

This qualitative study focuses on the motivations and decision-making processes of parents who choose to send their children to new German immersion schools. Immersion programs have been identified as the vanguard of effective K-12 foreign language teaching. Despite their proven effectiveness and benefits they remain relatively unknown to the larger public. Yet the recent national momentum toward developing a language-competent society has brought with it an opportunity to both improve and learn from these programs. Parents, as primary stakeholders in their children's education, are a key feature in making a school program effective and successful. Attitudes and beliefs have been recognized to influence parents' decisions to become involved in their child's education. In their research, Hoover-Dempsey and Sandler (1995, 1997) found motivational beliefs to be a foundational part of parents' involvement process. Their construct of parents' motivational beliefs formed the conceptual framework for this study. Based on this construct, semi-structured interview questions were developed to examine how parents' educational goals, language beliefs, program perceptions and expectations impact the educational decisions they make. As a second aspect, this study investigated the kinds of roles parents have constructed for themselves by asking parents about their own school experience, and perceived roles and responsibilities in their children's education. Using content analysis, this study examined sixteen parent interviews. The study found that parents are of utmost importance to immersion programs. Participants enrolled their children in immersion programs because of reasons such as their family language background or a true passion for language learning. Parents appeared very reflective and knowledgeable of immersion education, child rearing, and their impact on their children's education. They had very high expectations but saw themselves as partners to schools in providing their children with the best education possible. Implications for immersion administrators, teachers, and parents are offered.

APA, Harvard, Vancouver, ISO, and other styles

21

Leonardo, Pedro Miguel Amado Rodrigues. "Child programming: an adequate domain specific language for programming specific robots." Master's thesis, Faculdade de Ciências e Tecnologia, 2013. http://hdl.handle.net/10362/11921.

Full text

Abstract:

Dissertação para obtenção do Grau de Mestre em Engenharia Informática
Due to the limited existence of dedicated robot programming solutions for children (as well as scientific studies), this work presents the design and implementation of a visual domain specific language (DSL), using the Model-Driven Development approach(MDD), for programming robotics and automaton systems with the goal to increase productivity and simplify the software development process. The target audience for this DSL is mostly children with ages starting from 8 years old. Our work implied to use the typical Software Language Engineering life cycle, starting by an elaborate study of the user’s profile, based on work in cognitive sciences, and a Domain analysis. Several visual design paradigms were considered during the design phase of our DSL, and we have focused our studies on the Behavior Trees paradigm, a paradigm intensively used in the gaming industry. Intuitive, simplicity and a small learning curve were the three main concerns considered during the design and development phases. To help validating the DSL and the proposed approach, we used a concrete robotic product for children built with the Open Source Arduino platform as target domain. The last part of this work was dedicated to study the adequacy of the language design choices, compared to other solutions (including commercial technologies), to the target users with different ages and different cognitive-development stages. We have also studied the benefits of the chosen paradigm to domain experts’ proficient on robot programming in different paradigms to determine the possibility to generalize the solution to different user profiles.

APA, Harvard, Vancouver, ISO, and other styles

22

Driggers-Jones, Lauren P. "A Tactful Conceptualization of Joint Attention: Joint Haptic Attention and Language Development." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etd/3607.

Full text

Abstract:

Research investigating associations between joint attention and language development have thus far only investigated joint attention by way of visual perceptions while neglecting the potential effects of joint attention engaged through other sensory modalities. In the present study, I aimed to investigate the joint attention-language development relationship by investigating the possible links between joint haptic attention and language development, while also exploring the likely contributions of joint visual attention through a mediation analysis. Using video recordings from an archival dataset, measures of joint haptic attention and joint visual attention were derived from behavioral tasks, and measures of vocabulary development were attained from a caregiver reported measure. Analyses revealed that joint haptic attention was associated with joint visual attention, and that joint visual attention was related to language development; however, there were no significant associations between joint haptic attention and language development. Study limitations, future directions, and conclusions are discussed.

APA, Harvard, Vancouver, ISO, and other styles

23

Madon, Zinnia. "Investigation of maze production in children with specific language impairment." Thesis, McGill University, 2007. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=101867.

Full text

Abstract:

Linguistic dysfluencies known as mazes have been interpreted clinically as reflecting breakdown in language formulation. Nevertheless, the relatively limited available research has suggested that maze frequency increases with linguistic complexity and that mazes are produced more frequently by children with specific language impairment (SLI) than normal language (NL) peers. This study examined the hypothesis that greater maze production by children with SLI results from their processing limitations. Language samples of school-age children with SLI (n = 9) and NL (n = 11) were collected in contexts varying in task demands: conversation, narration and expository discourse. Both groups produced significantly more mazes in the more demanding contexts than in conversation. However, no significant group effect was noted for age-matched or MLU-matched groups. These results suggest that mazes should not be viewed primarily as an indication of processing limitations or a clinical marker for SLI, but more appropriately as a byproduct of linguistic complexity across groups.

APA, Harvard, Vancouver, ISO, and other styles

24

Barker, Robert Micheal. "Predicting Oral Language Development in Toddlers with Significant Developmental Disabilities: The Role of Child and Parent Communication Characteristics." unrestricted, 2007. http://etd.gsu.edu/theses/available/etd-04202007-120942/.

Full text

Abstract:

Thesis (M.A.)--Georgia State University, 2007.
Title from title screen. Rose A. Sevcik, committee chair; MaryAnn Romski, Lauren B. Adamson, Roger A. Bakeman, committee members. Electronic text (59 p.) : digital, PDF file. Description based on contents viewed October 5, 2007. Includes bibliographical references (p. 43-49).

APA, Harvard, Vancouver, ISO, and other styles

25

Chan, Yin-Ping Rita. "Thematic progression in educational text." Thesis, University of Nottingham, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.252733.

Full text

APA, Harvard, Vancouver, ISO, and other styles

26

Horowitz, Laura. "Conflict resolution and development of communication competence in preschool boys with language impairment /." Stockholm, 2005. http://diss.kib.ki.se/2005/91-7140-527-5/.

Full text

APA, Harvard, Vancouver, ISO, and other styles

27

Vigil, Debra Christine. "Cultural differences in attention regulation and the relation to children's early language acquisition." Thesis, University of Newcastle Upon Tyne, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.299668.

Full text

APA, Harvard, Vancouver, ISO, and other styles

28

Harper, Christopher R. "The Early Parent-Child Relationship and Aggression: The Mediating Role of Language." Digital Archive @ GSU, 2011. http://digitalarchive.gsu.edu/psych_theses/83.

Full text

Abstract:

Multiple theories suggest that the early parent-child relationship plays an important role in development. Past research has shown linkages between parenting style and aggression as well as between language and aggression. Emerging evidence suggests that attachment security is an important predictor of language development. It was hypothesized that there would be an effect of parent-child relationship quality at 36 months on aggression at school entry via language ability at 54 months. To test this hypothesis, path analysis in M-Plus was used. Data for this study were collected as a part of the NICHD, Study of Early Child Care and Youth Development (N = 1,364). Mediation was tested with bootstrapped estimates of indirect effects. The results did not support the hypothesized m

APA, Harvard, Vancouver, ISO, and other styles

29

Hodges, Jennifer T. "Quantitative and qualitative aspect of language input to late talking toddlers during play /." abstract and full text PDF (UNR users only), 2001. http://0-gateway.proquest.com.innopac.library.unr.edu/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:1404997.

Full text

APA, Harvard, Vancouver, ISO, and other styles

30

Fox, C. A. "The origin and development of narrative competence in young pre-literate children." Thesis, University of Newcastle Upon Tyne, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.379115.

Full text

APA, Harvard, Vancouver, ISO, and other styles

31

Crowell, Nancy A. "Language environment and positive caregiving climate in early childhood care and education and their relationship to child language development." Connect to Electronic Thesis (ProQuest) Connect to Electronic Thesis (CONTENTdm), 2009. http://worldcat.org/oclc/450899160/viewonline.

Full text

APA, Harvard, Vancouver, ISO, and other styles

32

Guerriero, A. M. Sonia (Antonia Michela Sonia). "The development of argument representation : a crosslinguistic discourse-pragmatic analysis of English and Japanese child language." Thesis, McGill University, 2005. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=100614.

Full text

Abstract:

Children's learning of language-universal and language-specific principles of argument representation was the topic under investigation in the three studies comprising this thesis. Another objective was to investigate whether a discourse-pragmatic approach could be employed to explain children's patterns of argument omission and production, developmentally and crosslinguistically. To answer these questions, referential choice in the spontaneous language of monolingual English-speaking and monolingual Japanese-speaking children and their mothers was developmentally investigated whereby a sentence argument's morphological form (null, pronominal, lexical), referential status (given, new), and syntactic location (transitive subject, transitive object, intransitive subject) were systematically analysed. The first and second studies revealed that neither the English-speaking nor the Japanese-speaking children showed sensitivity to the referential distinction between given and new information early on in development (at 21 months of age). The English-speaking children mastered English-specific referential conventions between MLU 2.00 and 3.99 (between 24 and 32 months) and employed non-linguistic pragmatic correlates to supplement unconventional argument use from as early as MLU 1.00 (between 21 and 23 months). By contrast, the Japanese-speaking children showed unconventional referential choices as late as MLU 4.00 (between 33 and 36 months), as well as inconsistent use of non-linguistic pragmatic correlates. The third study revealed that, although language-specific differences were observed, neither group of children violated any of the four Preferred Argument Structure (PAS) constraints: The children avoided using more than one new or lexical argument per transitive clause and avoided casting new or lexical arguments as transitive subjects. However, evidence of sensitivity to PAS strategies from early on in development was inconclusive because the children omitted most sentence arguments at the beginning of speech production. Finally, all three studies revealed that children's referential choices that were inconsistent with expected discourse-pragmatic principles reflected similar patterns observed in parental input. Altogether, this set of studies led to the following general conclusions regarding the learning of argument representation and distribution in syntax: (1) a discourse-pragmatic approach can explain language-universal features of argument omission and production in child language and (2) language-specific strategies are learned via parental input.

APA, Harvard, Vancouver, ISO, and other styles

33

Daana, Hana Asaad. "The Development of Consonant Clusters, Stress and Plural Nouns in Jordanian Arabic Child Language." Thesis, University of Essex, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.504832.

Full text

APA, Harvard, Vancouver, ISO, and other styles

34

Haskill, Allison M. "A longitudinal look at the grammatical morphology development of a child with specific language impairment /." abstract and full text PDF (UNR users only), 1998. http://0-gateway.proquest.com.innopac.library.unr.edu/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:1390834.

Full text

APA, Harvard, Vancouver, ISO, and other styles

35

Gallaway, C. "The emergence of 'a' and 'the'." Thesis, Lancaster University, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.380360.

Full text

APA, Harvard, Vancouver, ISO, and other styles

36

Chen-Hafteck, Lily. "Effects of the pitch relationship between text and melody in Cantonese songs on young children's singing." Thesis, University of Reading, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.388393.

Full text

APA, Harvard, Vancouver, ISO, and other styles

37

Culley, Amanda. "The Effects of Event Knowledge and Parent Input on the Language Skills of Children with and without Language Impairment." Ohio University Honors Tutorial College / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=ouhonors1366997797.

Full text

APA, Harvard, Vancouver, ISO, and other styles

38

Grimm, Angela. "The development of word-prosodic structure in child German : simplex words and compounds." Phd thesis, Universität Potsdam, 2007. http://opus.kobv.de/ubp/volltexte/2010/4319/.

Full text

Abstract:

Die Dissertation untersucht die Entwicklung der prosodischen Struktur von Simplizia und Komposita im Deutschen. Ausgewertet werden langzeitlich erhobene Produktionsdaten von vier monolingualen Kindern im Alter von 12 bis 26 Monaten. Es werden vier Entwicklungsstufen angenommen, in denen jedoch keine einheitlichen Outputs produziert werden. Die Asymmetrien zwischen den verschiedenen Wörtern werden systematisch auf die Struktur des Zielwortes zurückgeführt. In einer optimalitätstheoretischen Analyse wird gezeigt, dass sich die Entwicklungsstufen aus der Umordnung von Constraints ergeben und dass dasselbe Ranking die Variation zwischen den Worttypen zu einer bestimmten Entwicklungsstufe vorhersagt.
The thesis investigates the development of the word-prosodic structure in child German. The database consists of longitudinal production data of four monolingal children aged between 12 and 26 months. It is argued in the thesis that the children pass through four developmental stages which are characterized by non-uniform outputs. The asymmetries in the output pattern are attributed to the proosdic shape of the target word. The thesis provides an optimality-theoretic analysis showing that a single ranking of constraints accounts for the variation in the output at a given stage.

APA, Harvard, Vancouver, ISO, and other styles

39

Qualls, Jessica, Nicole Vaughn, Angelica Wiggins, and Kerry Proctor-Williams. "Child Temperament, Child, Communicative Intent and Parental Responsivity." Digital Commons @ East Tennessee State University, 2011. https://dc.etsu.edu/etsu-works/1842.

Full text

Abstract:

The present study attempts to determine the specific interrelationship between a child’s intentional communicative act rate, maternal responsiveness and child temperament to help give further insight into the nature of the interaction. This present study also aims to determine the unique contributions of a child’s communicative act rate, parental responsiveness, and child temperament to a child’s later vocabulary size. Given the growing evidence that a child’s use of communicative acts has an effect on the rate of adult responses (Vallotton, 2009; Tamis-LeMonda et al., 2001) we predict that there will be a positive reciprocal relationship between a child’s communicative act rate at 7, 10, 13, and 20 months and the rate of parental responsiveness to the communicative act. The researchers also propose that individuals who are considered temperamentally difficult will exhibit slower language development than those with easy temperaments. As far as the unique contributions of the 3 areas to children’s vocabulary size, this particular research question is incomparable to any other in that it seeks to decipher the unique contributions of each. Twenty-two participants were selected from a larger sample of 70 children who were part of a previous study, which connected temperament and language acquisition at 7, 10, 13, and 20 months. To measure vocabulary, the MacArthur Communication Development Inventory: Sounds and Gestures was administered to the subjects of this study. The mothers were asked to complete the MCDI and to report about their children’s vocabulary comprehension at 7, 10, 13, and 20 months and production at 10, 13, 20 months. To measure a child’s communicative act rate, video samples were gathered from 22 mother and child pairs during play and book-reading at each of the four ages during a play and a book-reading activity as part of their original study. Individual sample times were used to calculate rates of communicative acts and canonical vocalizations. Each potential communicative act received codes to indicate: the means of communication, direction of the behavior toward the caregiver, and the purpose of communicative act. Each maternal response was coded using the following operational definitions: on-topic response, off- topic response (with or without linguistic mapping), and no response. According to our findings, child communicative act at 10 months is correlated to vocabulary production totals at 13 and 20 months. In addition, a child’s communicative act rate is highly correlated with parental linguistic mapping at 10 months. Parental responsiveness, defined as on topic linguistic mapping, was found to be positively correlated with a child’s word production totals at 13 and 20 months. Our findings support previous research examining parental responsiveness and child communicative act rate and their relationship to a child’s later vocabulary. The results of this study also determined that temperament did not correlate with a child’s prelinguistic communicative act rate, parental responsiveness, or later child vocabulary comprehension or production at the first linguistic stage (13 and 20 months). Results from previous studies have indicated a relationship between temperament and the aforementioned variables; however, our findings negate these earlier findings.

APA, Harvard, Vancouver, ISO, and other styles

40

Yiu, Sze-man Emily. "Language mixing and grammatical development in a Cantonese-English balanced bilingual child in Hong Kong." Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B36210237.

Full text

APA, Harvard, Vancouver, ISO, and other styles

41

Yiu, Sze-man Emily, and 姚詩敏. "Language mixing and grammatical development in a Cantonese-English balanced bilingual child in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B36210237.

Full text

APA, Harvard, Vancouver, ISO, and other styles

42

Roizin, Emily M. "But Think of the Children! The Effects of Obscenity in Television on Moral Development." Scholarship @ Claremont, 2015. http://scholarship.claremont.edu/scripps_theses/542.

Full text

Abstract:

The Federal Communications Commission and the Motion Picture Association of America have strict guidelines for regulating sex, nudity and obscene language in television and movies, but do not regulate violence nearly as much (Donnerstein & Linz, 1994; Robson, 2004). However, empirical evidence suggests that violence can be harmful to children’s moral development (Byrne, Linz, & Potter, 2009). The current study examined if younger siblings are exposed to more obscene television at younger ages than older siblings, and if exposure to obscene television affects their moral development. For the purpose of this study, obscenity was defined as sex, nudity, obscene language, and violence, and the effects of each aspect of obscenity on moral development were studied separately. Participants will be asked about how much obscene television they watched growing up and then will be tested on how they would behave in morally wrong or morally ambiguous situations. The proposed results suggest that exposure to violent television can negatively affect moral development. Instead of regulating for sex, nudity, and obscene language, the FCC and the MMPA should focus more on the negative effects of violence.

APA, Harvard, Vancouver, ISO, and other styles

43

Forslund, Kajsa. "Aspects of bilingualism : Code-switching, syntactic and semantic development in a bilingual child." Thesis, Halmstad University, School of Teacher Education (LUT), 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-5191.

Full text

Abstract:

The essay deals with different definitions of bilingualism and why people become bilingual. Both positive and negative aspects of bilingualism are considered. It also deals with the term code-switching and when bilingual people code-switch. The material used in the essay comes from the on-line CHILD corpus of child language. The charts and the graph in the essay have been produced from a study made by the author of this essay. This study includes a bilingual girl of the age one year and three months up until the age two years and seven months. It includes the mean length of her utterances, how much the child uses the different word classes and different semantic groups, as well as how much the child code-switches in different ages. The results show that the mean length of utterances in Spanish most of the time is increasing, while the mean length of utterances in English is increasing until the child is just over two years old and then it fluctuated considerably.

APA, Harvard, Vancouver, ISO, and other styles

44

Esquivel, Adriana. "Language Brokering a Dynamic Phenomenon: A Qualitative Study Examining the Experiences of Latina/o Language Brokers." Scholarship @ Claremont, 2012. http://scholarship.claremont.edu/scripps_theses/52.

Full text

Abstract:

Language brokers are children of immigrants who use their skills as bilinguals to interpret or translate for their family and/or community members. Although language brokering may begin in childhood or preadolescence, language brokering may continue until adulthood. While there are a small number of studies that have touched upon change over time, this study’s primary focus is on language brokers’ experiences relating to change over time. This was accomplished through semi-structured in depth retrospective interviews among Latina/o young adults attending small liberal arts colleges. Three aspects of language brokering were examined, the practice of language brokering, feeling towards language brokering, and family dynamics. Three new aspects of language brokering emerged, brokering for parent’s business, brokering for the community, and brokering technology. Siblings played the role of the language broker at different points in time and to different extents. Parents’ English language developed, and they were able to navigate some tasks due to their language development and their experience completing typical forms. Feelings of joy and frustration, in deed, coexist. Feelings towards language brokering also changed from embarrassment and nervousness to confidence and satisfaction. The patterns and experiences found in this study highlight the complexity and dynamic nature of language brokering.

APA, Harvard, Vancouver, ISO, and other styles

45

Eriksson, Freya. "Joint attention and language acquisition : A longitudinal study of joint attention in parent-child interaction." Thesis, Stockholms universitet, Institutionen för lingvistik, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-169676.

Full text

Abstract:

Joint attention (JA) is the ability to coordinate attention between a conversation partner and an outside object, while being aware of the other’s attention. This study investigates JA in 14 parent-child dyads at the ages 0;9, 1;0, 1;3, 1;6, 1;9 and 2;0, and aims to examine how the initiation of JA develops with age, as well as the relationship between JA and later vocabulary size and syntactic level. The strategies for initiating JA were recorded for both parents and children, and the total amount of JA, as well as child-initiated JA, was calculated for each age point. The results show that children with a higher language level, calculated as a composite score of vocabulary at 4;0 and syntactic level at 3;0, spent on average more time in JA than children with a lower language level. In line with previous research, the present study found a positive relationship between JA and vocabulary. Furthermore, the results suggest a relationship between JA and syntactic development. Especially the amount of child-initiated JA was related to both vocabulary size at the age of 4;0 and syntactic level at the age of 3;0, which indicates the importance of this type of interaction for language acquisition.
Joint attention (JA) är förmågan att koordinera sin uppmärksamhet mellan en konversationspartner och ett tredje objekt, och samtidigt vara medveten om den andres uppmärksamhet. Den här studien undersöker JA i 14 förälder-barndyader vid åldrarna 0;9, 1;0, 1;3, 1;6, 1;9 och 2;0, med syftet att utröna hur initieringen av JA utvecklas med åldern, och hur relationen mellan JA och senare ordförrådsstorlek och syntaktisk nivå ser ut. Strategierna för att initiera JA undersöktes för både föräldrar och barn, och den totala mängden JA och barninitierad JA räknades för varje ålderspunkt. Resultaten visar att barn med en högre språklig nivå, räknat som kompositpoängen av vokabulär vid 4;0 och syntaktisk nivå vid 3;0, i genomsnitt spenderade mer tid i JA än barn med en lägre språklig nivå. I linje med tidigare forskning påvisade denna studie ett positivt samband mellan JA och ordförråd. Därutöver tyder resultaten på ett samband mellan JA och syntaktisk utveckling. Särskilt mängden barninitierad JA var positivt relaterad till både ordförråd vid 4;0 och syntaktisk nivå vid 3;0, vilket indikerar att denna typ av interaktion är viktig för språkutveckling.
Modelling infant language acquisition from parent-child interaction (MINT)

APA, Harvard, Vancouver, ISO, and other styles

46

Ku, Wei. "Acquisition of the syntax and interpretation of Chinese null arguments : an investigation of child and adult second language and native language development." Thesis, University of Sheffield, 2013. http://etheses.whiterose.ac.uk/5216/.

Full text

APA, Harvard, Vancouver, ISO, and other styles

47

So, Kit-yuk, and 蘇潔玉. "A case study on the writing development of a Cantonese-speaking child in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1995. http://hub.hku.hk/bib/B31958266.

Full text

APA, Harvard, Vancouver, ISO, and other styles

48

Bartholomew, Caroline Paige. "Preschool Teacher Working Environments and Well-Being: Associations with Child Inhibitory Control and Literacy Development." The Ohio State University, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=osu1618941061259246.

Full text

APA, Harvard, Vancouver, ISO, and other styles

49

Rookstool, Kelsey, Kelsey Long, Lauren P. Driggers-Jones, and Wallace E. Jr Dixon. "Effects of Birth Order on Temperament and Language." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/4908.

Full text

Abstract:

Birth order effects have been the subject of considerable research in the developmental literature. One aim of the present investigation was to explore links between temperament and birth order. Temperament should be linked to birth order. Because infant temperament is related to maternal stress during pregnancy (Huizink et al, 2002), and because mothers caring for children while pregnant presumably experience more stress, laterborn children could have different temperamental profiles than earlier-born children. Research has also shown reliable links between birth order and vocabulary size in infancy; with second born children demonstrating significantly larger vocabularies at 21 months (Oshima-Takane et al., 1996). However, to our knowledge, no studies have investigated the relationship between birth order and gestural productivity. Because gestural production is linked to language development (Iverson & Goldin-Meadow, 2005), it stands to reason that birth order should also be linked to gestural production. Thus, our second aim was to evaluate the relationship between birth order and gestural production. Eighty-three children (32 girls) visited the lab at M = 15.45 months (SD = 1.92 months). Caregivers completed the Infant Behavioral Questionnaire-Revised (IBQ-R), the MacArthur-Bates Communicative Development Inventory: Words and Gestures (MCDIWG), and a demographic questionnaire assessing family size and birth order. The IBQ-R produced three overarching superdimensions: surgency, negative affectivity, and effortful control. Gestural productivity was derived from the MCDI-WG. In line with our first aim, we evaluated correlations between infant temperament and birth order. These analyses revealed a significant and positive relationship between later-born status and temperamental negative affectivity (r = .27, p = .03), indicating that later-born children were rated by mothers as temperamentally more negative in affective expression. Neither other temperament superdimension was related to birth order. Follow-up analyses revealed that sadness was the only subdimension of negative affectivity to be associated with later-born status (r = .31, p < .01). To investigate whether birth order was related to gestural production, we analyzed correlations between birth order and the MCDI-WG categories of "performing actions with objects" and "imitation". Positive and significant associations between birth order and both gestural production measures were found (performing actions with objects, r = .30, p = .03; and imitation, r = .35, p < .01). Although these results were in line with our expectations, they remain to be supported by replication. In the meantime, these results suggest interesting findings for both temperament and language researchers. First, later born children appear more at risk for temperamental difficulty. The source of this risk could include heightened maternal prenatal stress during pregnancy. But the source could also be postnatal, perhaps exacerbated by later-borns spending proportionally less time with caregivers, or more time sharing with siblings. Secondly, the gestural production results suggest that later born children are at a particular advantage. This advantage may be due to the fact that later born children, by virtue of their larger families, have more mode.

APA, Harvard, Vancouver, ISO, and other styles

50

Stitts, Dane Harry. "The organization of the dialogical mind : a naturalistic study of two children's language acquisition and mental development /." The Ohio State University, 1985. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487264603216959.

Full text

APA, Harvard, Vancouver, ISO, and other styles

We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!