Date of Award
Spring 1997
Document Type
Thesis - Restricted
Degree Name
Master of Science (MS)
Department
Communication
First Advisor
Kelly, Donna J.
Second Advisor
Watkins, Ruth
Third Advisor
Linville, Sue Ellen
Abstract
Speech- language pathologists employing child- directed and/or hybrid (Fey, 1986) intervention strategies have traditionally utilized the motherese/ "adult input " literature to select child- specific therapeutic techniques (Fey, 1986 ; Paul, 1 995). Although previous studies have noted that particular language models facilitated language acquisition in normally developing children, the present investigation is the first to contrast the children ' s responses to five different models. Specifically, this investigation examined the immediate responses of 15 normally developing children to the following adult language models: self talk , parallel talk, expansion, expatiation, and build up and breakdown. Of particular interest were the type of responses provided (e. g., verbal response, nonlinguistic response, no response) and the length of the verbal responses provided. Results were interpreted as evidence of both individual and group trends.
Recommended Citation
Riegel, Rebecca M., "An Investigation of the Relationship Between Language Models and Preschool Children's Immediate Responses" (1997). Master's Theses (1922-2009) Access restricted to Marquette Campus. 1938.
https://epublications.marquette.edu/theses/1938