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The Sequential Unfolding of First Phase Syntax: Tutorial and Applications to Development

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Titel: The Sequential Unfolding of First Phase Syntax: Tutorial and Applications to Development
Sprache: English
Autoren: Rispoli, Matthew
Quelle: Journal of Speech, Language, and Hearing Research. Mar 2019 62(3):693-705.
Verfügbarkeit: American Speech-Language-Hearing Association. 2200 Research Blvd #250, Rockville, MD 20850. Tel: 301-296-5700; Fax: 301-296-8580; e-mail: slhr@asha.org; Web site: http://jslhr.pubs.asha.org
Peer Reviewed: Y
Page Count: 13
Publikationsdatum: 2019
Sponsoring Agency: National Institute on Deafness and Other Communication Disorders (NIDCD)
National Science Foundation (NSF)
Contract Number: R15DC00537401
BCS082251
Publikationsart: Journal Articles
Reports - Research
Descriptors: Syntax, Tutorial Programs, Verbs, Semantics, Sentences, Form Classes (Languages), Longitudinal Studies, Toddlers, Sentence Structure, Teaching Methods
DOI: 10.1044/2018_JSLHR-L-18-0227
ISSN: 1092-4388
Abstract: Purpose: This tutorial is an introduction to first phase syntax (FPS; Ramchand, 2008). FPS provides a new, cross-linguistically motivated perspective on clause internal structure. A new sequence of syntactic development is proposed based on FPS with 4 levels of complexity: (0) verb particles and adjectives in the 1-word stage, (1) semantic relations of entity + location/attribution, (2) intransitive structures encoding change of location/state, and (3) transitive sentences with an internal argument that changes state/location and an external, causer argument. A novel prediction of this framework is that a Level 2 structure emerges earlier than a Level 3 structure. Method: Archival longitudinal data of 15 children (8 boys) were selected to test the proposed developmental sequence. The 15 children's data were drawn from the DeKalb corpora (Rispoli, Hadley, & Holt, 2008, 2009) and Champaign corpora (Hadley, Rispoli, Holt, Fitzgerald, & Bahnsen, 2014), selected because their mean lengths of utterance did not exceed 2.54 at age 2;6 (years;months). One-hour language samples taken every 3 months from 1;9 to 2;6 were searched for Level 1-3 structures. The diversity of the internal argument was tracked across levels. Results: Average argument diversity shifted across levels over the period of 1;9-2;6. At 2;0, argument diversity was highest for Level 1; at 2;3, diversity was highest for Level 2; and at 2;6, it was highest for Level 3. Paired-samples "t" test revealed that, at 2;3, argument diversity in Level 2 was significantly higher than that in Level 3. Conclusion: This developmental application of FPS provides a theoretical framework for a developmentally ordered sequence of syntactic goals and treatment targets for children struggling with the acquisition of syntax.
Abstractor: As Provided
Entry Date: 2019
Dokumentencode: EJ1213122
Datenbank: ERIC
Beschreibung
Abstract:Purpose: This tutorial is an introduction to first phase syntax (FPS; Ramchand, 2008). FPS provides a new, cross-linguistically motivated perspective on clause internal structure. A new sequence of syntactic development is proposed based on FPS with 4 levels of complexity: (0) verb particles and adjectives in the 1-word stage, (1) semantic relations of entity + location/attribution, (2) intransitive structures encoding change of location/state, and (3) transitive sentences with an internal argument that changes state/location and an external, causer argument. A novel prediction of this framework is that a Level 2 structure emerges earlier than a Level 3 structure. Method: Archival longitudinal data of 15 children (8 boys) were selected to test the proposed developmental sequence. The 15 children's data were drawn from the DeKalb corpora (Rispoli, Hadley, & Holt, 2008, 2009) and Champaign corpora (Hadley, Rispoli, Holt, Fitzgerald, & Bahnsen, 2014), selected because their mean lengths of utterance did not exceed 2.54 at age 2;6 (years;months). One-hour language samples taken every 3 months from 1;9 to 2;6 were searched for Level 1-3 structures. The diversity of the internal argument was tracked across levels. Results: Average argument diversity shifted across levels over the period of 1;9-2;6. At 2;0, argument diversity was highest for Level 1; at 2;3, diversity was highest for Level 2; and at 2;6, it was highest for Level 3. Paired-samples "t" test revealed that, at 2;3, argument diversity in Level 2 was significantly higher than that in Level 3. Conclusion: This developmental application of FPS provides a theoretical framework for a developmentally ordered sequence of syntactic goals and treatment targets for children struggling with the acquisition of syntax.
ISSN:1092-4388
DOI:10.1044/2018_JSLHR-L-18-0227