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The roles of babble in language acqu...

Wallace, Valerie Jaquetta.

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The roles of babble in language acquisition: Evidence from deaf and hard-of-hearing children.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The roles of babble in language acquisition: Evidence from deaf and hard-of-hearing children./
作者:	Wallace, Valerie Jaquetta.
面頁冊數:	186 p.
附註:	Source: Dissertation Abstracts International, Volume: 63-12, Section: A, page: 4298.
Contained By:	Dissertation Abstracts International63-12A.
標題:	Language, Linguistics. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3074814
ISBN:	0493948554

The roles of babble in language acquisition: Evidence from deaf and hard-of-hearing children.
Wallace, Valerie Jaquetta.

The roles of babble in language acquisition: Evidence from deaf and hard-of-hearing children. - 186 p.

Source: Dissertation Abstracts International, Volume: 63-12, Section: A, page: 4298.

Thesis (Ph.D.)--University of Colorado at Boulder, 2002.

As evidence about children's prespeech vocalizations accrues and our ideas about the roles of canonical babble in language acquisition expand, theorists continue to disagree. This study compares babble in normally hearing, hard-of-hearing, and profoundly deaf children of hearing parents, all from English-speaking homes, to clarify the roles of babble in language acquisition.

ISBN: 0493948554Subjects--Topical Terms:

1018079
Language, Linguistics.

The roles of babble in language acquisition: Evidence from deaf and hard-of-hearing children.
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100 1 $a Wallace, Valerie Jaquetta. $3 1932999
245 1 4 $a The roles of babble in language acquisition: Evidence from deaf and hard-of-hearing children.
300 $a 186 p.
500 $a Source: Dissertation Abstracts International, Volume: 63-12, Section: A, page: 4298.
500 $a Directors: Lise Menn; Christine Yoshinaga-Itano.
502 $a Thesis (Ph.D.)--University of Colorado at Boulder, 2002.
520 $a As evidence about children's prespeech vocalizations accrues and our ideas about the roles of canonical babble in language acquisition expand, theorists continue to disagree. This study compares babble in normally hearing, hard-of-hearing, and profoundly deaf children of hearing parents, all from English-speaking homes, to clarify the roles of babble in language acquisition.
520 $a Stoel-Gammon (1989) found that babble in normally hearing children increased in phonetic complexity (Mean Babble Level) from 9 to 12 months. The present work confirmed that result, while finding that babble across 35 deaf and hard-of-hearing children showed no significant change in phonetic complexity from 6 to 12 months. Volubility increased from 6 to 9 months in normally hearing, hard-of-hearing, and profoundly deaf children alike, which appears to reflect onset of the motoric surge described in Thelen (1991). From 6 to 12 months, however, volubility increased significantly for hard-of-hearing children, but not for normally hearing and profoundly deaf children.
520 $a These data suggest that all children produce initial canonical babbles as a byproduct of the motoric surge. Normally hearing and hard-of-hearing children recognize---and attempt to maximize---similarity between their babbles and the ambient language. Normally hearing children, swiftly successful in this endeavor, babble less by 12 months; they produce a lower quantity of phonetically higher quality babble. Hard-of-hearing children are still struggling at 12 months, producing a higher quantity of phonetically static babble. Profoundly deaf children, not recognizing similarity between their babbles and the ambient language, eventually produce a lower quantity of phonetically less complex babble. These results suggest roles for babble in language acquisition which include epiphenomenon, practice, and communication.
520 $a This work found no relationship between first-year babble production and school-age spoken language competence in 20 deaf and hard-of-hearing children. Demographic factors, however, were predictive: all hard-of-hearing children with normal cognition were "Talking" at school age; all profoundly deaf, none with cochlear implants, and all cognitively disabled hard-of-hearing were "Not Talking". The only linguistic measure predictive of school-age spoken language was the preschool Consonant Count; all deaf and hard-of-hearing children with more than 9 consonants at 2% to 5 years of age were "Talking" at school age.
590 $a School code: 0051.
650 4 $a Language, Linguistics. $3 1018079
650 4 $a Health Sciences, Speech Pathology. $3 1018105
650 4 $a Psychology, Developmental. $3 1017557
690 $a 0290
690 $a 0460
690 $a 0620
710 2 0 $a University of Colorado at Boulder. $3 1019435
773 0 $t Dissertation Abstracts International $g 63-12A.
790 1 0 $a Menn, Lise, $e advisor
790 1 0 $a Yoshinaga-Itano, Christine, $e advisor
790 $a 0051
791 $a Ph.D.
792 $a 2002
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3074814